An experiment was conducted to determine whether special reading instruction integrated with agricultural instruction would result in improved reading ability and increased achievement in subject matter. random assignment was made of vocational agriculture classes in 12 Maryland schools to experimental and control groups. Units on soil sampling and agricultural cooperatives were prepared and supplied to teachers in all groups. In addition, the experimental group teachers followed suggestions for improving reading ability as set forth in a written guide. The "Diagnostic Reading Tests, Survey Section,""Kuhlman-Anderson Intelligence Test, 7th Edition," and "Sequential Tests of Educational Porgress" were used in pre- and post-testing. Reading abilities of students in the study were below national norms. Statistical treatment of data showed no differences between experimental and control groups in performance on reading, social studies, and science standardized tests, when scores were adjusted for I.Q. and pre-test scores. Subjective responses to teachers suggested that the reading guide might have merit, if revised. It was concluded that the length of the experiment was inadequate and standardized tests in agricultural subject matter was a serious limitation to interpretation of results. (JM)