This paper reports on a practicum designed to increase reading motivation among senior high school students (as reflected by the number of books checked out from the school library) and to promote a better understanding of cultural sub-groups in the school, of which Blacks constituted the largest group (41%) and Hispanics, the second largest (29%). Students were guided toward literature from the Caribbean Islands and Africa in an attempt to instill a sense of pride in the students' cultural heritage. Students were grouped by affinity and interest. A reading corner offered a multitude of books as a classroom resource. Students shared orally, with their peers, the fruits of their weekly readings, which led to animated discussions. Audiotapes were sometimes used to introduce the oral readings and set the tone. Slides, photographs, videos, and films were viewed. Field trips to local book stores were organized as well as food fairs which allowed students to taste foods from different countries. Results showed that by the end of the 8-month implementation period, there was an increase of 80% in the number of books checked out from the school library. Students participated in a "Book Drive" so that they would have the necessary materials for the Sustained Silent Reading (SSR) activity; at the end of implementation, 90% of the students admitted enjoying SSR. (Nine figures and six tables of data are included. Twenty-nine references and a questionnaire on attitudes towards reading, reading interest checklist, cultural awareness survey, teacher observation checklist, and a sample "book card" are attached.) (Author/SR)