This study explored the implicit notion of Teacher’s Discretion (TD) inherent in teaching Supplementary Readers (SR) with reference to the context of Nile Course Syllabus (NCS) in Sudan. The main problem was to identify the ways that enable new teachers to acquire TD as required for teaching SRs in and out of class. Data was collected and analyzed by a form of evidence-based holistic approach to studying TD as a consciously acquired skill with particular reference to Griffiths’ (1990) Module ‘Oliver Twist’ (GMOT). Besides, three anecdotal cases of teaching SRs in America, Tanzania and Hong Kong were reported to complement the formally introduced GMOT in Sudan. Findings revealed that acquisition of TD to handle SRs can be realized longitudinally through a trial and error route and through a short-training course as in the case of GMOT. The first route is subjective and has no fixed landmarks to be specified and the latter is time framed, traceable and has a principled co-operative approach. Moreover, GMOT was found to possess the power to transfer a first-hand experience of TD to novice NCS Sudanese teachers. Besides, other facts on TD as perceived in ELT textbook writing practices were also revealed. Accordingly, some recommendations were made to help more teachers upgrade their TD to be in line with the best practices of integrating SRs in the classroom
