Forty-eight undergraduate secondary education majors were involved in an investigation of the relationships between participation in a preservice secondary school reading methods course (which included sharing of leisure reading books as well as the traditional format) and changes in attitudes toward teaching reading in the content areas, in attitudes toward personal leisure reading, and in number of leisure reading books read during a given period of time. Three dependent variables were selected for examination: pre and posttreatment scores on a teaching-reading-in-the-content-areas inventory; pre and posttreatment scores on a reading attitudes measure; and number of leisure reading books read during comparable time periods during the semester-long course. The results indicated the following: a secondary school reading methods course such as the one studied can be of benefit if changing attitudes is one of the instructor's objectives; such a program can effect a positive change in students' attitudes toward teaching reading in the content areas, and undergraduate students will do more leisure reading when encouraged to do so. (FL)