Abstract: Digital literacy is essential in education. Being able to not only successfully complete digital searches for information, but to comprehending the material as well are essential skills for today’s students. As technology continues to infiltrate our daily lives, literacy must become digital to keep pace. Because scholars continue to struggle to define digital literacy, deciding how to teach digital literacy fluctuates greatly from one class to the next. Surveying educators across the state of Michigan, this mixed-method study focusing on digital reading strategies, technologies, and perceptions. Educators continue to acknowledge the importance of teaching digital literacy yet they lack professional development and continuous support to sustain effective application. Teachers face many issues with integrating digital reading, including technology, time, and defining its aspects. The frequency of digital reading resources was found to be quite low compared to beliefs on digital reading, inviting an opportunity for future research to further understand digital literacy and how digital reading is taught in the classroom.