The purpose of this study was to test a hypothesis formulated by the writer on the basis of the anticipated difficulties inherent in the development of a criterion-referenced reading skills program at the middle school level. Test results obtained from a criterion-referenced measure were to be utilized by twenty-two sixth grade teachers in three schools to facilitate classroom management for effective grouping of students. The intent was to determine if the writer's perceptions of the supportive and nonsupportive factors of the project would be similar to the perceptions of the participating teachers regarding these same factors. A checklist was designed to reflect elements assumed to be facilitative and nonfacilitative to implementing the program. The teachers supported the writer's hypothesis about supportive and nonsupportive factors. Major factors considered supportive were related to adequately scheduled time for inservice teacher training; "ad hoc" skill groups developed from the feedback test data; ongoing reading programs; adequacy of on-site, inservice training; and school based coordinator support. Nonsupportive factors included interruptions in planning time and inadequate understanding of a criterion-referenced measure. (Author/MKM)