The major purpose of this study was to identify effective methods or procedures that high school biology teachers would recommend to help their students master the skills needed for reading and understanding their biology textbooks, workbooks, laboratory manuals, and other printed materials used in biology classes. It was hypothesized that well-educated, experienced science teachers who had done graduate work in biology or methods of teaching science in high school and who had also been involved whether in courses dealing with teaching reading in content areas or in-service training dealing with study skills and reading in science could suggest specific practices that would be worthy of recommendation to other high school biology teachers (grades 9-12). The procedure in this study involved the following: (1) a review of the research on general reading and study skills in the content areas of the secondary school; (2) extensive use of the ERIC system; and (3) interviews with the 71 teachers who met the criteria and who were interested in taking part in the study. The data secured from the interviews indicated essentially the 10 most effective ways for helping students learn the special reading and study skills needed in high school biology classes. (KR)