This chapter explores how early-career teachers from Singapore’s Teaching Scholars Programme (TSP) apply reading comprehension theory in real classroom settings. Through reflective narratives by four TSP graduates, ranging from 10 weeks to 5 years of teaching experience, the chapter examines how principles such as the Simple and Active Views of Reading are enacted, adapted, and challenged in practice. Common strategies include explicit phonics instruction, vocabulary pre-teaching, annotation, questioning, and metacognitive reflection. While all teachers share a foundational belief that every child can learn and that reading is a social, constructivist process, their classroom approaches differ in emphasis and implementation. These personal accounts reveal how research-informed teacher education, contextualised in Singapore’s primary classrooms, fosters the development of responsive, reflective, and resourceful literacy educators. The chapter provides rich insights into how theory is translated into practice and underscores the importance of teacher agency and adaptation in effective reading comprehension instruction.