The scope, rationale, staff, and instructional methods of the University of California at Los Angeles (U.C.L.A.) reading program are described. U.C.L.A. students come mainly from the upper level of high-school graduates and in college may have very demanding work loads. Consequently, the reading and study center has based its policies on student needs. The staff has a diversity of backgrounds and thus can help students in many academic problem areas. There is an individual interview instead of a formal reading test, and improvement is determined by ability to handle current course readings. Reading classes consist of a 3-week group concerned with techniques for efficient and rapid reading, while 6-week classes work on development of skills and/or the completion of set reading goals. Seven questions concerning the instructional methods at U.C.L.A. are stated and answered: for example, (1) How do you accommodate to differences in comprehension skills? (2) How do you encourage an awareness of the organizational patterns of writing? and (3) What do you do to promote rapid reading? (DE)