Research indicates a powerful correlation between students' reading enjoyment, motivation and achievement. This Australian case study investigates how reading for pleasure (RfP) approaches are demonstrated in the teaching of reading in a Stage 1 (6‐year‐old to 7‐year‐old students) classroom. The methodology was designed to mirror aspects of Cremin's 2014 UK‐based study, Teachers As Readers. Engaging an interpretivist paradigm, the case was analysed through three distinct but intersecting lenses, knowledge, affect and material, to develop a rich and multifaceted insight into the social world of the classroom. The study found that while the teacher's pedagogic practices for teaching reading incorporated many indicators of a RfP approach, this stemmed from personal ideologies rather than explicit knowledge of a RfP pedagogical framework. Hence, while the study indicates the positive impacts of RfP approaches on this classroom's reading culture, the efficacy of this pedagogy could be potentially limited if an explicit understanding of the theoretical framework does not underpin teachers' actions.