This article describes the experience of a Chilean preschool regarding the factors that influence the implementation of a reading plan, and how these positively or negatively affect the execution process for the development of children's reading comprehension skills. A qualitative methodology was applied, using interviews and observation records. First and foremost, the results revealed that there is a lack of knowledge in the educational team regarding the policy or program supporting the reading plan, and different visions and realities were detected in the practices of those participating in the educational institution.