A practicum designed to help prospective teachers explore instructional approaches that differ from their intrinsic beliefs about how reading should be taught is described in this report. Particular emphasis was placed on using the whole language approach, as opposed to the more traditional basal reader or skills oriented approaches to reading. All student participants were placed in kindergarten, first, second, or third grade classrooms for implementation purposes. The practicum involved: (1) administration of pre- and post-surveys of teacher beliefs as related to classroom practices; (2) development of a pre- and post-questionnaire of whole language terminology; (3) requiring students to use literature-based lessons in their classrooms; (4) creation of teacher-made materials; (5) introduction of cooperative learning; (6) utilization of big books, dictated stories, and experience charts; (7) observation of students in field placements; and (8) organization of several oral presentations as a means of sharing ideas. Analysis of the data revealed that student participants used more holistic strategies in their classrooms and exhibited enthusiasm and inquisitiveness about whole language and its potential effectiveness. Post-survey results indicated that prospective teachers changed their attitudes toward the whole language approach and were more willing to reflect on how changes in classroom practice can be developed to meet the needs of beginning readers. (Two figures of data are included; 50 references, student questionnaires, a fieldwork observation report form, an introductory and follow-up letter to cooperating teachers, a mid-semester evaluation form, and the lesson plan format are attached.) (Author/RS)