This masterpiece of teaching literature focuses on the appropriation of knowledge by future scholars of collegial literature (CRSH, 2016). After obtaining a 1st cycle degree in literary studies, the latter follow their first teaching course in literature in a 2th university collegial education programme. These trainings are based on epistemological and praxeological models in tension: one focuses on a normative approach to literature where the teacher, as a content expert, values the transmission of disciplinary knowledge; the other focuses on the training of readers where the teacher organises teaching and learning situations that engage students in building meanings. However, the search for consistency between disciplinary and educational knowledge poses a number of challenges to teachers in training, which can be brought to light by the concept of literary reading. Literary reading is one of the key knowledge introduced at the time of teaching training. It is both a teaching object specific to French teaching and a cardinal subject of general collegial training, as three of the four compulsory courses in literature are devoted to it. In our view, literary reading is a key knowledge to train teachers: it enables them to better understand themselves as readers, which is an essential condition for them to be constructed as teacher subjects capable of considering the subjectivity of student readers. We conducted a case study involving future teachers in a teaching course from French to collegiate. Three collection tools were selected: participating observation, semi-directed interviews and reader books. Our results illustrate how the appropriation of teaching knowledge in training, in particular literary reading, clarifies the transition from self-understanding as a reader to self-construction as a teaching reader.