Research investigating the relationship between teaching quality and student outcomes has found that teachers with higher knowledge for content and pedagogy are more likely to spend more time using effective practices while teaching than teachers with less knowledge. This is important, especially for teachers of students with specific learning disabilities, whose teachers require specialized knowledge and skill to support them in making gains. This qualitative study investigates three teachers’ knowledge and skill of effective fluency instruction for teaching students with specific learning disabilities. Using three different approaches to assessing teacher knowledge, researchers examined the misconceptions, consistencies, and contradictions revealed in teachers’ understandings across data sources. The researchers encourage researchers, teacher educators, and those involved in teacher evaluation to examine teacher understanding from multiple perspectives.