An NCTQ report evaluates 693 out of the 1,146 elementary teacher preparation programs in the US. It claims to identify how well candidates are prepared to teach elementary reading based on NCTQ’s Reading Foundations standards for scientifically based reading practices. While addressing teacher preparation for initial reading instruction is a high priority as states increasingly adopt new reading legislation grounded in the “science of reading,” this report repeats patterns identified in external reviews of previous NCTQ reports over the past two decades. For instance, this report again relies on flawed research methodology grounded in selective use of evidence to promote NCTQ’s narrow education reform agenda. Policymakers as well as the media are strongly cautioned to view this report as narrowly constructed reform advocacy rather than a valid or scientific analysis of the quality of reading content in elementary teacher preparation programs.