In fall 1981, three Teacher Corps interns worked with high school students to improve their abilities in content area reading. The interns worked directly with content area teachers and their students on a tutorial basis, each intern assuming responsibility for an identified content area--social studies, mathematics, and English. The interns made bulletin boards, participated in meetings with school staff, prepared news releases, made a presentation to the School Board, and conducted research. They also constructed instructional materials (learning center and skill development guides), participated in district and county school inservice programs, and worked with parents/citizen volunteer groups. They participated in school activities, acted as resource guests in some classrooms, and conducted some classes on their own. Interns submitted brief essays identifying their principal contributions to the high school, the most important "lesson" learned from the intervention experience, and some modifications which might be made if the intervention were repeated. Review of the intervention and assessment findings indicate that the high school reading teacher might work directly with content area teachers to model teaching behaviors, provide consultant assistance, and develop and disseminate instructional materials. It was also indicated that establishing a system of peer tutoring could be valuable. Attachments present information on a summary of student and teacher feedback, and comments from the interns. (JD)