The project described in this study was implemented in the Ocean Hill-Brownsville Demonstration School District, Brooklyn, to train teachers and paraprofessionals (parents from the community) to work within their present structures, using the principles of behavior analysis as a means for teaching children to read, for controlling behavior problems, and for conducting more efficient classrooms. The project was conducted in an inner city elementary school whose population was 85 percent black, ten percent Puerto Rican, and five percent white, the subjects being from five second grade classes. In experimental and control classes, data were collected by observation of the children for 20 minutes per day, five days per week. Five one-hour workshops were conducted for the teachers and paraprofessionals to introduce a motivational and behavioral management program, and to teach a contingency management system. Further training was provided by bi-weekly meetings to discuss progress and problems. Results showed an increase in the experimental classrooms of the average percentage of children working on their programed reading books, compared to no increases in the control classroom. Test formats and results, charts, and a bibliography are appended. (RJ)