The aim of this research is to analyze the reading experiences of students undertaking an Elementary School Education degree.The focus of this investigation is mainly qualitative, and the design corresponds to an exploratory and descriptive case study, instrumental in nature. The participants were fourth year students from Universidad Catolica del Maule, Chile. The information was collected through an autobiographical profile.The data were analyzed with categories defined afterwards.The results showed a prevailing view that reading experiences are positive; however, these are limited in variety and depth. The family environment has a greater influence than the school, highlighting the role of mothers.The school environment fosters the individual influence of some teachers and more opportunities for reading children's literature. This demonstrates the need to strengthen the reading profile of future Elementary School teachers in different disciplines.