Noting that many preservice teachers enter required courses believing that the course is something to endure or overcome for certification, a study examined whether a reading methods course would convince students to view teaching the reading process as a vital and necessary function of content area teachers. Six classes of students (three sections of a reading methods course during two semesters) at Western Michigan University were pre- and posttested using the Vaughan "Scale to Measure Attitude toward Teaching Reading in Content Classrooms." Results indicated that participation in the class produced significant changes in students' opinions. At the end of the course, students felt (1) obliged to improve their students' reading ability, (2) that teachers should be required to take a reading course, (3) that English teachers are not the only ones who should teach reading, (4) that they should help their students read at the interpretive level, and (5) that they should know the theoretical processes of reading. At the start of the course, participants were of the firm opinion that reading instruction in secondary school is not a waste of time and remained convinced at the end of the course. (Tables of data for each of the groups and for all six groups combined are included, as well as a bibliography.) (HTH)