The purpose of this investigation was to evaluate the effects of a systematic auditory training program on the auditory discrimination ability and reading readiness of 55 white, middle/upper middle class kindergarten students. Following pretesting with the "Wepman Auditory Discrimination Test,""The Clymer-Barrett Prereading Battery," and the "S.R.A. Tests of General Ability, K-2," 22 students took 30 quarter-hour auditory training lessons, while the 33 control subjects had 30 quarter-hour story periods. Posttests were performed with using alternate forms of the pretest instruments. No significant difference in the growth of auditory discrimination ability was found between groups, across sex, or for time of training (morning/afternoon). Results also indicated no significant difference in the growth of reading readiness between training and control groups or between the morning and afternoon training groups; however, a significant difference was discovered between males and females, with males making significant gains. These results suggest that no specialized auditory instruction is needed when middle class white children come to school with adequate language backgrounds, average intelligence, and adequate or above average auditory discrimination. (RL)