To test whether secondary teachers' attitudes and knowledge of reading skills could be positively changed by inservice education, a university developed a content area reading project that offered instruction to junior high teachers at three school-based sites. The 57 teachers who were involved in the year-long program were provided with objectives for instruction and given multiple opportunities to master those objectives. The inservice model employed in the project involved four components: field-based instruction by university personnel; follow-up supervision in the schools by trained supervisors; instruction using various media and materials to present concepts relevant to content area reading, as well as instruction in designing and using these materials in the content area classroom; and the use of teachers as change agents to encourage and train other teachers to adopt these techniques. In an evaluation of the project, the attitudes and morale of the participating teachers were compared to those of nonparticipating teachers in their buildings. While morale was approximately the same for both groups, project teachers expressed significantly more positive attitudes toward teaching reading in the content area than did the comparison group. In addition, pretest and posttest scores indicated that the reading skills knowledge of project teachers increased significantly. A follow-up study conducted one year later revealed that the effects of the inservice training were retained. (A sample of a measurement instrument used in the project and tables of data are appended.) (FL)