The selection and use of authentic reading materials for Spanish instruction of graduate-level international management students is described. Focus is on materials used in the second and third semesters of a 3-semester language course designed to foster communication skills. In the early part of the second semester, students present oral reports on assigned, non-authentic reading. They are then assigned a magazine article, an authentic text from a publication common in Latin America. At this stage, it is found that student reading problems are most often linked to decoding issues or lack of background knowledge, and that reading techniques based on schema theory are most useful in teaching reading skills. Articles relating to business or Latin American culture and politics are selected. In the third semester, one-page articles on Latin American politics and economics from another magazine are assigned for reading. Students at this stage often request readings with more general cultural content, but the magazine also contains practical articles on business. Student response to five articles is analyzed briefly. Lesson plans, developed similarly at both levels, generally include specific reading objectives and pre- and post-reading activities. Pre-reading activities are used less at the higher instruction level. (MSE)