A study was conducted to ascertain the extent to which instructors incorporated reading- and writing-to-learn skills and strategies into the methods courses of secondary social studies preparation programs. A questionnaire was mailed to the instructors of social studies methods courses at the colleges and universities in Region Four of the Teacher Education Council of State Colleges and Universities (TECSCU) organization. The questionnaire requested that the respondents indicate the degree of emphasis that they place on 20 different reading- and writing-to-learn strategies. The five response alternatives ranged from the category of unaware (the instructor was unfamiliar with the specified strategy) to the category of model (the instructor informed, instructed, and modeled the specified strategy in their social studies methods courses). Twenty-one replies, a 75% response rate, were used to summarize the findings. Results indicated that each response alternative was indicated by the respondents by the following average percentages when considering all strategies: unaware 16%; none 20%; inform 23%; instruct 23%; and model 19%. These results indicated that the students enrolled in the social studies methods courses taught by these respondents are receiving a minimal depth of instruction needed in reading- and writing-to-learn strategies that will sufficiently prepare them to incorporate the strategies in their own classrooms. (Five tables of data and two figures are included, 108 references are attached. Appendixes include a list of members the Region 4 TECSCU Organization, the final letter and questionnaire, and four tables of data.) (MG)