AN INVESTIGATION WAS MADE TO GAUGE THE EFFECTS OF AN INTENSIVE, INSERVICE TRAINING PROGRAM ON TEACHERS' CLASSROOM BEHAVIOR AND READING ACHIEVEMENT OF PUPILS TAUGHT BY PARTICIPATING TEACHERS. A TOTAL OF 30 FIRST-GRADE TEACHERS VOLUNTEERED FOR PARTICIPATION. ONE-HALF OF THIS TOTAL WAS ASSIGNED TO AN EXPERIMENTAL GROUP, AND THE OTHER HALF TO A CONTROL GROUP. TEACHERS IN THE EXPERIMENTAL GROUP ATTENDED A 2-WEEK PRESCHOOL SEMINAR AND PARTICIPATED IN 25 2-HOUR SEMINAR SESSIONS HELD DURING THE FIRST 30 WEEKS OF THE SCHOOL YEAR. CONTENT OF THE SEMINARS FOCUSED ON AN ANALYSIS OF READING RESEARCH RELATED TO FIRST-GRADE READING INSTRUCTION AND SELECTED "NEWER TRENDS" IN BEGINNING READING. ALL PUPILS FOR BOTH INSTRUCTOR GROUPS WERE GIVEN THE "METROPOLITAN READING READINESS TEST" AND THE"PINTNER-CUNNINGHAM PRIMARY ABILITIES TEST" AS PRETESTS. AFTER 140 DAYS OF INSTRUCTION, PUPILS WERE ADMINISTERED THE 5 READING SUBTESTS OF THE STANFORD ACHIEVEMENT TEST. ANALYSIS OF VARIANCE REVEALED NO SIGNIFICANT DIFFERENCES IN READING ACHIEVEMENT BETWEEN PUPILS OF TEACHERS IN THE CONTROL GROUP AND THOSE IN THE EXPERIMENTAL GROUP. MEAN DIFFERENCES FAVORED THE EXPERIMENTAL GROUP. THE EXPERIENCES PROVIDED IN THE PROGRAM WERE CONDUCIVE TO HELPING TEACHERS USE NEW TECHNIQUES AND REALIZE THE IMPORTANCE OF CONTINUED PROFESSIONAL GROWTH. (JC)