Forty-six members of the college of education at Southern University in Baton Rouge, Louisiana, were surveyed to determine the status of reading instruction within that college. The faculty members taught a total of 114 courses in six departments: health and physical education, vocational education, recreation, special education, elementary education, and secondary education. The subjects completed one instrument designed to collect data concerning the types of activities they engaged in that could positively affect the reading performance of college students, and another instrument designed to reveal the extent to which the professors addressed specific reading skills in their classes. The professors also provided demographic information. The findings revealed that the faculty members were engaged in activities designed to enhance the reading performance of their students. (Copies of the survey instruments are appended.) (FL)