Concern over reports that North Carolina elementary school students performed below the national norms in reading achievement led to the establishment of a pilot program to improve reading skills in grades one through three. The Primary Reading Program was initiated in 117 classrooms in 40 schools throughout the state; 117 control classrooms from the same schools were also evaluated. Features of this program included increased funding for instructional materials; use of volunteers and teacher aides for small group and individualized instruction; staff development; comprehensive testing; and availability of reading consultants. The program's effectiveness was measured with pretests and post tests of the Comprehensive Tests of Basic Skills and the Prescriptive Reading Inventory. The first year of evaluation indicated that the classes participating in the program scored significantly higher than the comparison control groups. Longitudinal studies investigating the effects of two years in the program were planned. The program development, data collection, test selection, and data analysis are described, as well as student and teacher characteristics, and teachers' attitudes toward the reading program and the tests used. Data resulting from the achievement tests are presented. (GDC)