A study examined the effectiveness of an immersion-in-literacy program in a first-grade classroom. Six of the 22 students (all six were boys) indicated on a reading attitude survey that they did not like to read books. The classroom teacher set up her classroom so that it fostered literacy development. Some of the experiences and activities she used included reading aloud to the students, shared reading, a home reading project, and cross-age reading. Students completed two more reading attitude surveys. By the end of the school year, all students felt that they were readers and that they enjoyed reading. Findings suggest that the classroom environment and the experiences the children had with literacy played an important role in this change in attitude. (Contains 12 references. The three reading surveys are attached.) (RS)