This report describes a program for improving student vocabulary skills. The targeted population was fifth and sixth grade students in two growing middle class communities located north of a large midwestern city. The problem of low vocabulary skills was documented through observation of student reading and writings, teacher surveys, classroom tests, and achievement test scores. Analysis of probable cause data indicated that there was a decline in reading, a lack of motivation, and a lack of taught and implemented strategies. Review of research literature suggested there was a direct correlation between reading and vocabulary growth. Site observations indicated a decline in vocabulary acquisitions and transfer. A review of solution strategies suggested by both researchers and an analysis of the problem setting resulted in the development of a program for improving vocabulary knowledge. This program involved teaching strategies such as guess and adjust, the use of context clues, and the extension of a home reading program. Post intervention data indicated improvement in vocabulary skills including context clue usage and vocabulary post tests. Students also demonstrated an increased use of independent vocabulary strategies. It should be noted that the anticipated increase in voluntary transfer of new vocabulary to writing did not occur. Students usually failed to transfer new vocabulary to writing unless teachers made specific requirements. Contains 26 references, 2 figures, and 5 tables of data. Appendixes contain student and teacher surveys, a teacher observation checklist, and a vocabulary project. (Author/SR)