A large body of research has shown that teachers and their teaching are important to student learning outcomes. However, most of this research has been done in the United States and German-speaking countries for mathematics. There is therefore a lack of research on this in reading, and specifically for this research within the Dinaric region. This study investigates the characteristics of teacher qualifications, teacher professional development (PD), and teaching quality, as well as the relations between them and to student reading achievement in seven Dinaric education systems. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, descriptive statistics were used to describe the characteristics. Two-level structural equation models were used to investigate the relations between teacher qualifications, PD, teaching quality, and student reading achievement. The results showed that most Dinaric education systems had lower levels of education than the international average and that most teachers had primary education as their main area of study. Further, Albanian teachers participated in PD activities to a greater extent than those in the other education systems in the Dinaric region and also had the highest teaching quality. Teaching quality was for the most part associated with higher reading achievement in all education systems, while there were few significant findings for the relations between teacher qualifications and achievement via their instruction. The findings are discussed in light of previous research and the context of the Dinaric region.