This survey- correlational study conducted i8n January 2010, aimed at ascertaining the relationship among reading behavior, reading grade, reading levels, and teaching preparedness of the student- teachers in the external campuses of the West Visayas State University. Seventy-six (76) randomly seleted 4th year Bachelor of Secondary Education (BSED) students major in computer Education, English Mathematics, Social Science, and Technology and Livelihood Education from Calinog, Janiuay, Lambunao and Pototan campuses participated in the study. Three (3) data- gathering instruments-- a researcher- made Questionnaire- Checklist on Teaching Preparedness, another researcher- made Questionnaire- Checklist on Reading Behavior, and the Informal Reading Inventories (IRI) (Grades 1-7) by the Philippine IRI (2002), and Grades 8-15 researcher - made IRI were used. Frequency counts, percentages, means, standard deviations the One-way ANOVA, t-test, the Pearson's r, and the Stepwise- Multiple Regression Analysis were the statistical tools used to analyze the data. Significance level was set at .05 alpha. Study results revealed that the student- teachers had "very-good" reading behavior. Generally they had "Grade 6" reading grade, "Grade 4" independent reading level, "Grade 6" instructional reading level and "Grade 7" frustration reading level, and were "well- prepared" to teach. Significant differences existed in student-teachers' reading grade and reading levels- independent reading level, instructional reading level and frustration reading level when grouped according to their father's education; in their reading grade, instructional reading level frustration reading level and teaching preparedness when classified according to their mother's education; in their teaching preparedness when classified according to sibling's rank; and their reading behavior when they were classified according to frequency of reading. Positive and significant correlations existed between reading behavior and teaching preparedness, between reading grade and independent reading level, between reading grade and instructional reading level, between reading grade and frustration reading level between reading grade and teaching preparedness between independent reading level and in instructional reading level between independent reading level and frustration reading level, between independent reading level and teaching preparedness between instructional reading level and frustration reading level, between instructional reading level and teaching preparedness, and between frustration reading level and teaching preparedness. All of the student-teachers' personal factors-- father's education, mother's education, sibling rank and reading factors- type of reading materials, and frequency of reading were significant predictors of the student- teachers' reading grade. Father's and mother's education were significant predictors of the student-teachers' independent reading level, and all of the personal and reading factors were sign significant predictors of instructional reading level and frustration reading level. sibling rank was a significant predictor of the student- teachers' teaching preparedness.