The purpose of this study was to determine the effects of inservice education on the perceptions of teachers in the Clark County School District (Las Vegas, Nevada) toward diagnostic-prescriptive reading instruction. A special instrument was desgned for the purpose of assessing teachers' perceptions toward nine processes determined to be critical elements of diagnostic-perscriptive reading instruction. The instrument was administered on a pre-posttest basis to an experimental group of 61 teachers in five elementary schools and a control group of 61 teachers in five elementary schools prior to and immediately following participation of the experimental group in a systematic inservice training program. The results indicated that there were no significant differences between the two groups. Additional findings synthesized from the data include: the inservice program was more successful in some schools than in others, the more successful programs were those which placed the teachers in a passive listening position, and the training program was more successful in changing teachers' perceptions toward processes involving informal diagnosis as opposed to those involving formal diagnosis. (Author/WR)