PIRLS 2001 background data provide opportunities to further explore variables related to teaching and assessing reading. This study compared the teaching and assessment practices of Ontario’s French-language schools to those from Ontario’s English-language schools and Quebec’s French-language schools. Cramer’s V results show that Ontario’s French-language school teachers’ practices are closer to those from Quebec than to those of Ontario English teachers. Teachers from French-language schools from Ontario, like those from Quebec, tend to use teacher-centered practices and to attach greater importance to traditional forms of assessment compared to those from English-language schools.