A study investigated the stages of concern and the developmental nature of change as possible explanations for the paradox existing between theory and practice related to content area reading. Subjects, enrolled in either an introductory teacher education class, a content reading class, or a student teaching class, were administered a variety of measurement instruments designed to measure their knowledge and concerns about content area reading in secondary education. Results indicated that: (1) the content reading class had an important impact on secondary preservice teachers' knowledge; (2) there were no significant interactions between gender and likelihood of utilization of content reading; (3) growth in both preservice and inservice teachers is developmental in nature; (4) change is a developmental process; and (5) having clear expectations facilitated implementation of content area reading. (Twenty references, three measurement instruments, and a professional development continuum are attached.) (RS)