A practicum was developed to help preservice teachers practice reading theories learned in the college classroom during the three-week field experience portion of the class. Preservice teachers at a Christian college in a small, rural, midwestern town had few opportunities to implement theories learned during field experience. A literature review and personal ideas contributed to the development of six solution strategies and three outcomes. The outcomes involved writing journal entries, developing lesson plans, and teaching these lessons during structured observations. Results indicated that: (1) 34 of 39 preservice teachers used 6 to 8 theory-to-practice skills in their journal writings; (2) 21 of 37 preservice teachers incorporated 4 of 5 theory-based components in lesson plans; and (3) 7 of 37 teachers used 4 of 5 theory-based guidelines during observation. (Contains 23 references and three tables of data. Appendixes present a theory-to-practice problem-solving skills list, a lesson plan checklist, and an observation summary sheet.) (Author/RS)