The purpose of this study was to investigate theoretical orientations toward reading among Taiwanese elementary school English teachers. A final sample of 451 teachers (271 preservice teachers; 180 inservice teachers) was surveyed. One survey instrument was used for data collection: the Deford Theoretical Orientation to Reading Profile (TORP) (Deford, 1985), which categorizes reading orientations as phonics, skills, or whole language. Descriptive statistics of the composite scores on the TORP showed a disproportionate distribution of teachers' theoretical approach to reading. The largest percentage of Taiwanese English teachers was in the skills orientation category, and none of the English teachers surveyed were oriented toward whole language.