Most schools recognize the need to conduct inservice training programs supervised by reading consultants in order to realize the potential of teachers during their preservice education. To be effective, an inservice training program for elementary reading teachers should first be viewed by the participants as an aid to improve the teaching of reading. The administrators should be willing to release time for the program, to hire specialists to serve as resource persons, and to promote an atmosphere of creative and innovative thinking. The reading consultant should have the full cooperation of the entire staff. He should examine the strengths and weaknesses of the reading program through observation, questionnaires, conference with teachers, and examination of test results. He should make himself available and seek out those who may not be aware they need his services. All school personnel should be involved in planning a flexible inservice program based on the classroom teachers' instruction problems. To illustrate these principles, an inservice program is described from its inception to its conclusion. (NS)