Early childhood educators play a crucial role in language and literacy development and in promoting academic readiness. Shared book reading presented in early childhood classrooms can positively impact a child’s language and literacy growth. The purpose of this pilot study was to examine the effectiveness of a shared book reading program implemented by a speech-language pathologist (SLP) utilizing adapted storybooks in a preschool classroom. The preschool teachers’ perceptions of the shared reading program were explored regarding the instructional practices presented to support language and literacy development. This study included pre- and post- semi-structured interviews with five preschool teachers featuring open-ended questions. A qualitative content analysis was used to analyze coded text from participants’ responses for patterns and themes. Pre-interviews collected information about preschool teachers’ knowledge relevant to language and literacy development in early childhood. Post-interviews identified preschool teachers’ perspectives regarding the value of a shared book reading program relevant to language and literacy development. Implications of a shared book reading program in a preschool classroom with SLPs and preschool teachers as collaborators are discussed. The study provides evidence that a shared book reading program, using adaptive storybooks, facilitated by an SLP in collaboration with preschool teachers can result in positive outcomes in early childhood education settings. (author abstract)