An in-service program for college teachers of Freshman English is reported as initiated and implemented at the Eastman School of Music, University of Rochester. The point of departure for the program was the assumption that successful student-teacher relationships create conducive learning environments, and that such relationships are predicated upon the recognition of the student as an individual. Information was gathered in questionnaires regarding students' backgrounds and tastes, with literature as the arbitrary area of initial focus. The in-service group met often to share information and experiences. A preliminary assessment of the continuing in-service program was accomplished through post-semester questionnaires, student interviews, and participating teacher interviews. (LH)