A study evaluated an adaption of the Stallings Process of Teaching Reading in Secondary Schools in a large urban public school system. This inservice training program is designed to increase teachers' effective use of time. The program is composed of pre-training observations and resulting feedback on needed improvements in classroom behavior, workshops on effective classroom behaviors and strategies, and post-training observations. The evaluation focused on the impact of training on students' reading achievement involving all teachers trained and on math achievement for students whose math teachers were trained. Also investigated was the relationship between teacher level of implementation of selected classroom behavior variables and student achievement. The sample consisted of 16 trained and 13 untrained junior high school teachers and students from each of the teachers' classes (N=613). Teacher level of implementation was measured using the Secondary Observation Instrument. Student pre- and post-test performance was measured using the Comprehensive Tests of Basic Skills. Evaluation of program impact on students and of the relationship between level of implementation and student post-test achievement was carried out by analysis of covariance and the Spearman Rho, respectively. No significant effects were found on any analysis. Reasons for the lack of effects are discussed. (JD)