An Old Order Mennonite one-room school in Pennsylvania was selected for this case study, which describes the building, curriculum, methods of instruction in reading, students and teacher. The study conducted interviews of school and community members together with modification of Flander's (1974) interaction analysis to collect quantitative verbal interaction data. It also used modification of a 1984 observation system described by Cooper (1984) to collect time-on-task behavior of the students. The study found that the students spent most of their time working on individual assignments and that the Mennonite heritage permeated the school. This heritage stresses literacy and the need for hard work as life skills. The teacher taught as she was taught in the historic tradition of the one-room school. The study includes list of the school's daily schedule, text, curriculum, classroom behaviors, attendance record, survey questions, floor plan and 14 references. (Author/TES)