Three major aspects of content area reading programs in Florida's secondary schools were studied through the use of a questionnaire: curricula with provision for reading instruction in English, science, mathematics, and the social sciences; professional training of staff members; and administrative procedures. Of the 94 schools that responded, the data revealed: only 26% of the schools had organized content area reading programs; only 8% of the schools reported curricula with provisions for reading instruction in the four subject areas, although English departments in 46% of the schools reported such curricula; staff development activities were the major way in which content area teachers had received training in the teaching of reading; teachers in 76% of the schools were able to obtain test data on the reading abilities of the students; and a majority of the schools reported that their teachers accepted the levels as stated by textbook publishers as the readability of their textbooks. It was concluded that more emphasis must be placed on the teaching of reading in the content areas of English, science, mathematics, and the social sciences. (Author/TS)