The data collected for the study was used to test the hypothesis that a direct relationship exists between the amount of formal library education of a high school librarian and the librarian's performance on the job. The amount of library education was defined in terms of a Master's degree in library science for one group and an undergraduate minor or less for the second group. The performance on the job was defined in terms of the reader services developed by the librarian. A causal-comparative method of study was selected to determine the cause or causes responsible for the development of reader services in each of eight high school library programs. The librarians of four of these schools had master's degrees in library science, and the remaining four had the equivalent of undergraduate minors in library science or less. The data for each school were collected by means of questionnaires, observation, and interviews. The data showed that, as a group, the librarians with more library education developed more extensive programs of reader services than did the group of librarians with less library education. The data showed the same pattern of differences in regard to the amounts of time the librarian spent on reader services and in the student and teacher use of the library. (Author/JB)