This study was conducted to determine the effects of individualized reading as a literature teaching method in the secondary school. Seniors in two high schools were divided evenly into three groups, each group having 65 students representing four levels of ability to interpret literary materials. The experimental group was assigned to two sections of Individualized Reading in which students individually chose reading materials which they later discussed with the teacher. One control group was composed of students who had requested individualized reading but who were enrolled instead in an elective English class or no class. A second control group in a different school was composed of students using a basic anthology of literature. At the end of one semester, all students were given two standard tests. Results indicated that, regardless of the literature instruction method, high school seniors derived similar satisfactions from reading fiction for pleasure. Also, students who experience Individualized Reading appreciate more the techniques of fiction, have fewer dislikes of fiction, and find more satisfaction in the contributions of literature to broadening their fields of interest, improving their understanding of themselves, and informing them about personal relations, socio-civic matters, and philosophy of life and religion. (Author/JM)