This paper describes and evaluates a summer program in teacher education--Summer Adventure in Learning (SAIL). The project's major objective was to help preservice teachers design educational materials which would improve the reading accuracy and comprehension of their students. Primary objectives of project SAIL were to provide field-based teaching experiences in a clinical setting for preservice teachers, design teaching units, introduce preservice teachers to university and community resources, integrate reading and language arts processes into social studies learning experiences, and provide directed opportunities for preservice teachers in order to operationalize social studies goals. Methods used throughout the program included providing instruction on developing curriculum based on diagnosis of individual student needs, helping preservice teachers to become familiar with social studies instructional methods, setting up experiences in which the preservice teachers interacted with children, and helping preservice teachers design and implement pre- and posttests to evaluate the reading progress of pupils with whom they were working. Findings indicated that most preservice teachers responded favorably to SAIL (younger and less experienced education students enjoyed the experiences with pupils the most whereas older and more experienced preservice teachers reflected a greater need for more theory and content-based instruction) and that pupils with whom preservice teachers worked improved significantly in reading accuracy and comprehension of social studies material. The conclusion is that a directed social studies treatment program like SAIL can improve reading ability while using social studies content as an instructional vehicle. (DB)