The South Pacific Commission's English reading curriculum, designed to accompany and reinforce the Tate English oral skills series, is critiqued in terms of curriculum design and implementation in schools in the Micronesian region. The construction and emphases of the classroom and teacher materials are described, and an analysis is given of the texts' readability, complexity, content, and layout in comparison with those of a major basal reading series used in the United States. Deviations from the publisher's recommendations for textbook use and the instructional impact of these changes are severe. Substantial problems are also found in the design of the materials and in their recommended application in the overall language program. Suggestions are made for overall reorganization of the English reading program, improved and more accessible teacher preparation in the use of the required program and general language teaching methodology, and increased regional attention to the effectiveness of the English reading program. (MSE)