A study was conducted with 12 college-aged inefficient readers in a reading improvement and study skills course. Students were divided into types by the instructor, and the type of student who would do best with one of three types of independent projects was considered as a major question of the study. The student types were (1) gregarious and self-motivated, (2) independent but quiet and self-centered, and (3) passive and dependent. The three types of independent projects were a tutoring project, a log book project, and a programed workbook project. Results indicated that student type did not successfully predict achievement on a reading test or on grade point average. No clear evidence was found to show that particular student types did better with particular projects. Rather, a student's current situation and expressed goal, not social characteristics, led to project success. The log book group and programed workbook group were more successful than the tutoring group on a reading test and had higher grade point averages. (MKM)