This paper describes the development of a course in secondary school reading methods which was designed to meet the diverse needs and objectives of students who intend to become either content specialists or reading specialists. Students are presented with 23 instructional objectives from which they choose the ones which satisfy their objectives. Each of the objectives is accompanied by an instructional unit which consists of (a) statement of the purpose of the unit; (b) statement of objective; (c) pretest or formative test; (d) basic text and references; (e) other learning alternatives, including audio or video tapes; (f) posttest or mastery task; and (g) student evaluation of objectives, procedure, materials, and self. The course combines some of the characteristics of, but is not limited to, competency-based teacher education, mastery learning, and criterion-referenced testing. The paper includes a brief description of each of the 23 instructional units. (HMD)