The 1992-93 Grade One Teacher Training Program was designed to provide first-grade classroom teachers an opportunity to increase the effectiveness of their initial instruction and first line of intervention so as to reduce the number of pupils needing a second level of intervention, such as the Reading Recovery or Early Literacy intervention programs. All grade-one teachers were given the opportunity to attend a series of 11 inservice sessions throughout the year on topics related to instruction and intervention. Teachers were also given professional instructional materials. A third component provided community residents with suggestions for reading activities to use with young children. Data on the program were collected in the areas of reading-performance achievement, standardized-test achievement, teacher instructional-technique information, and community literacy awareness and involvement. The responses of 144 teachers, test results for 2,558 students, and information from 171 community residents suggested that the program, although falling short of its designated desired outcomes, had beneficial effects. Two tables present study findings. Recommendations for the 1993-94 program are included. Appendixes A and B contain the questionnaires given to the teachers and the community. (SLD)