The forth grade primary school students will have a difficult year since they will need to read in different content areas. In the content areas, informative texts are used. Students who study on literary texts and use very little informative texts in the first three years of primary schoolare required to read texts related to different content areas in order to acquire knowledge starting from the fourth grade. The content area reading includes reading activities in different disciplines such as social sciences, science, mathematics. Content area reading can be defined as having reading comprehension skills which are essential to understand new content included in those disciplines. With reference to a common saying which is "every teacher is a reading teacher", it can be said that each lesson is a reading lesson. For this reason, it is crucial to improve comprehension skills of each and every student. The fact that content area teachers mostly focus on students' knowledge of the area, do not perceive themselves as teachers of reading and do not receive education in this field makes the reading practices of primary school teachers more important. For this reason, in this research, it is aimed to reveal the practices that primary school teachers are carrying out to teach reading in their content area. The research was carried out with 20 teachers who worked in Alaçam province of Samsun and determined by purposive sampling in 2015-2016 academic year. Qualitative research method was used in the study. The data of the research was collected by the researchers through semi-structured interview form which was formed by reviewing the literature. During the analysis of qualitative data, descriptive analysis method was used. As a result of the research, it was determined that the class teachers did not take any courses related to reading apart from primary school reading-writing instruction. Additionally, it was found out that classroom teachers ask questions before reading; identify important points by underlining or make students take notes while reading; assess students through tests or summarization activities after reading in the content areas. As a result, it was figured out that content area reading strategies were rarely used.