Examining the translation of mastery learning theory into the practice of reading programs, this paper challenges the appropriateness of mastery learning for reading instruction. Noting that the use of the term "mastery" is arrogant, conservative, and dogmatic, the paper explores the ramifications of translating mastery learning theory into classroom practice. The paper shows that limited time for learning to read, mastery learning's assumption that all students should learn the same content, and the schools' need to regain public confidence have forced reading instruction to become a managerial rather than educational concern, thereby limiting teachers to the role of using prepackaged materials designed outside of their instructional context. This thesis is supported by brief descriptions of two exemplary mastery reading programs--one in Chicago and one that served as a model for Right to Read. (RL)