A 9-week experimental course for 10th-grade students used popular song lyrics, related literature, and explicative material as a means of interesting teenagers in literature and bridging the gap between the adolescent's subcultural world and the teacher of literature. Two classes received one complete lesson per week of song lyrics and related literature; two other classes received all but the song lyrics; and one control class heard only records without an effort to connect them to literature. The hypothesis was that students receiving the full course of both music and literature would be more sensitive and receptive to literature and more inclined to write about it than students not receiving all of the innovative materials. Although the results of this study were negative statistically, a small number of students seemed to benefit from this method, and teacher-student rapport is one of the experimental groups appeared to improve. A laboratory relationship between teacher education institutions and public school districts was recommended to further develop and improve literature programs which appeal to all of the sensory modalities of youngsters. (Author/MF)