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Using a mixed-methods approach, this article reports survey findings regarding the factors secondary English-language-arts teachers in the United States reported as influential to their text selection and examines how those factors varied by years of teaching experience. Teachers' department was the most cited influence regardless of years' experience. Findings with statistical significance, supported by the qualitative data, include discrepancies in perceived curricular constraints between novice and veteran teachers as related to parental, administrative, and school board influence on text selection. Implications for the teacher preparation classroom, including building skills and confidence in curricular choices, are examined.