The inservice program described in this paper was a successful attempt to help 30 teachers from kindergarten through grade six learn together, plan together, and experience the satisfaction that comes from improving classroom reading programs. A description of the format of the program emphasizes the importance of providing for the individual differences of the participants, specificity of the teaching strategies demonstrated, and effective leadership. The program was evaluated by means of activity log sheets written by the participants, and a questionnaire submitted at the end of the program asking for opinions on the most helpful elements of the program, a rating of the program on a 5-point scale, and comments on how the program may be improved. (JD)