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This paper reports the partial progress of a doctoral research aimed at understanding the literacy experiences of preschool teachers that allowed them to form themselves as reading subjects. It is a study with a qualitative approach through the narrative autobiographical method. We worked with a group of six teachers from various municipalities in the state of Querétaro, who, through a generative question, wrote a story about situations, people and texts with which they interacted in their reading life itineraries. The analysis was carried out from a hermeneutic, horizontal thematic perspective from the sociocultural perspective of literacy. Among the results, it stands out that the participation of the family in the first years of the reading process is centered on literacy through the mechanical reproduction of letters, copy sheets, homework and reading fluency. Although, to a lesser extent, there are also spaces for free, playful encounters and enjoyment of reading, mainly with vernacular texts. However, the evidence that the family space reproduces the school patterns of approach to written language limits the way in which the family can contribute to the reading process of the subject. [ABSTRACT FROM AUTHOR]