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Are we teaching our graduate students what they need to know in order to address the diverse populations they serve in southeastern Florida and the expectations of their academic environments? This guiding question is the core of an ongoing study of a graduate reading program (GRP) at a diversely populated, southeastern urban university. This study is unique in that research in the area of reading teacher education primarily investigates undergraduate programs. This mixed method, multiphase study uses various data types to investigate, from different perspectives, the impact of the GRP on the self-efficacy and instructional practices of the program's graduates. The study question provides a broad lens through which to view the impact of a graduate reading program that prepares graduates to become reading professionals. The results help clarify the praxis between the theoretical framework of the GRP and the graduates' teaching practice and suggest the need for other universities to research the impact of their graduate literacy programs. [ABSTRACT FROM AUTHOR]