This descriptive study investigated the reading instruction service provided by Chapter 1 teachers in the Minneapolis Public Schools. Subjects, 105 Chapter 1 teachers who had reading groups, completed a survey concerning the reading instruction given to their Chapter 1 students. A proportional random sampling procedure was used to select 12 Chapter 1 reading teachers with at least one third grade reading group for ethnographic observations and interviews. Results of the survey and interviews indicated: (1) the amount of time spent on reading instruction, personal/social development, and noninstructional tasks seems reasonable for the majority of teachers who taught one or more grades of kindergarten through sixth; (2) at the junior high level, the majority of teachers devoted a limited amount of time to reading instruction and a large amount of time to personal/social development; (3) the amount of time devoted to decoding generally seemed reasonable; (4) the amount of time devoted to vocabulary meaning for grades four through eight is inadequate; (5) the amount of time spent on teaching higher-order comprehension skills appeared inadequate for the majority of teachers; (6) the majority of teachers provided a comprehensive supplementary reading program; and (7) the observations, like the surveys, revealed a wide range of differences between the teachers as to the areas emphasized and the amount of time spent on an area. (Fourteen recommendations based on a review of the literature and 31 tables of data are included; 71 references and survey, observation, and interview instruments are attached.) (RS)