A study investigated the importance of reading in developing writing competence in an intensive Business Spanish course at the University of Toledo (Ohio). In class projects, two groups of students wrote business reports in which they advised a company on whether or not to market a product in a Spanish-speaking country. The projects each included five short papers covering the background of the company; the product to be marketed; and the socio-political, economic, and cultural environment of the country. In addition, the project contained student recommendations for marketing and an advertisement to introduce the product. Students reported regularly on their research. Oral and written feedback was provided primarily on content and methods. One group received authentic materials to read, discuss, and review at length, and also were exposed to literary materials in Spanish. Students in the group not emphasizing reading (non-reading) had more frustration than the other (reading) group in writing assignments, while the reading group students reached much higher writing proficiency levels and were enthusiastic about their projects. Both groups found writing exercises and cultural information helpful. Overall, results suggest that reading has a positive impact on writing skill development. Further research is recommended. (MSE)