This document reports the results of a study undertaken to determine if teaching a 2-week unit on library usage to 7th graders would increase their use of the library. From three non-ability grouped 7th grade classes, two classes of 26 students each were randomly selected for the study. One class was randomly assigned as the experimental group and the other was designated as the control group. The experimental group was taught how to care for a book; the different parts of a book and their usefulness; the student's responsibilities when he/she checks out materials from the library; how to use reference materials, such as encyclopedias, dictionaries, the vertical file, newspapers, magazines, the "Reader's Guide to Periodical Literature," and nonfiction books; and how to use the card catalog. These students were given drills and practice exercises but they were not tested on the skills taught. The control group was not taught library methods and skills. They continued going to their regular English class. Teachers of both groups were asked to make assignments that would require use of the library. A frequency count kept on both groups for six weeks after the unit was taught indicated that teaching the 2-week unit significantly increased the total usage of the library, with the experimental group using the library significantly more than the control group. The greatest gains were achieved in the areas of encyclopedias, the vertical file, the "Reader's Guide," and usage during a free study period outside of library time. (THC)