The authors present a brief description of an experiential, sequenced graduate program in reading instruction which answers traditional criticisms of field-based graduate study. Such criticisms include the belief that graduate teacher education is not in the domain of field-based instruction, that adequate supervision is difficult to provide, that goals are vague and poorly defined, and that activity sequences are poorly planned. The Ohio University Teacher Corps Project in Reading, constructed to avoid these shortcomings, consists of six experiential phases, which may be viewed as comparable to the quarters of a school year, or as sequential components not bound by time constraints but by the student's competencies. Phase One consists of observation, tutoring, and team teaching, designed to acquaint the graduate student with the experiences and processes necessary for effective instruction. In Phases Two and Three, the student functions as an instructional team member, first at the elementary level and then at the secondary level. As the student proceeds through these phases, he becomes less of an observer and more of a contributing member of the team. Phases Four and Five are devoted to developing diagnostic-prescriptive skills, again as a team member in elementary and secondary level situations. Phase Six provides the student with the opportunity to demonstrate the integration of all his previous skill attainment by assuming the role of instructional leader in reading. The variety of experiences provided in this program give the student the necessary expertise in reading necessary to effectively deal with students at all grade and achievement levels. (MB)