In this paper, the researcher presents some reflections on the importance of reading for teacher training with regard to aspects related to frequency, goals and interests of academic reading. For this, studies by Kramer (2002), Cavalcante Jr. (2005a, b), Freire (1993) and Matêncio (1994) are referenced as the theoretical background. Third year Technical Preservice teachers were invited to complete a questionnaire with questions related to their reader profile and the difficulties and possibilities of academic reading. The findings suggest to make the reading of academic texts compulsory for student-teachers to obtain new learning. In addition, the academic reading of texts that relate theory and practice must be constant so that the future teaching professional can base his teaching action on the knowledge elaborated and in reality given in order to form interlocutive skills in reading. Thus, instructors at teacher training institutions must prioritize texts of interest to student-teachers so that they can read them, establishing their reading objectives and also perceiving links with their professional practice, since the frequent use of metacognitive procedures is required when reading academic texts.