Concerned with how effectively nontraditional students (defined as older than average students with goals, motivations, and learning needs that differ from traditional-age students) function in an off-campus setting, a series of studies examined traditional and nontraditional students' performance in on-campus and off-campus reading programs. Two recent studies investigated the quality of results derived from an on-campus reading laboratory for traditional students. Together they showed that traditional freshmen enrolled in the campus reading program made significant gains in reading over traditional freshmen not enrolled in the campus reading program. Using these results as a reasonable measure of the campus reading program's quality, a study compared the performance of traditional students in the campus reading program with the performance of nontraditional students in an off-campus reading program. The two programs were similar in course design, syllabi, and method of instruction. Results showed that although nontraditional students outgained traditional students, the difference in gains between the two groups was not statistically significant. The findings suggest that traditional college reading programs in nontraditional settings, operated for nontraditional students, can yield results comparable to those for the on-campus, traditional-age population. (HOD)