Students in college developmental reading classes were given a questionnaire about the experiences they had had in reading during their elementary and high school years. They were asked questions about (1) the materials they used in former reading classes, (2) books or stories they had found particulary memorable, (3) the effectiveness of classroom reading methods; (4) the ways in which they learned to read, (5) their reading teachers, (6) any teacher remembered in particular, and (7) their ideas on which of three factors listed (methods used to teach reading, materials used to teach reading, or the reading teacher) is most important in becoming a superior reader. Results showed that both female and male students used more positive than negative words to express their feelings about reading materials and most often mentioned free reading followed by class discussion as the method by which they learned to read. Students directed most negative feelings at the oral, round table system, which could expose them to embarrassment and ridicule. The qualities the students admired most in their teachers were helpfulness, kindness, understanding and warmth. They did not like teachers who were sarcastic, cold, unfair, or too lenient. Finally, students indicated that the major influence on students' reading ability is the teacher. (HOD)