A 14-item inventory was designed to determine the attitudes of secondary teachers toward the teaching of reading by checking their perceptions of their personal role in content area reading instruction, their personal preparation and ability to teach reading, the actual task of teaching reading skills, and the role of reading specialists at the secondary level. Respondents were 87 faculty members from Wisconsin junior and senior high schools. An analysis of each item is presented on a 5-point scale, ranging from strongly agree to strongly disagree. The inventory showed that teachers recognized the need for a continuation of reading instruction at the secondary level, that they were willing to accept the responsibility for teaching reading in the content areas, and that they felt a need for more training to do the job. References are included. (JB)