Solano Community College (SCC) undertook its first effort to link college composition to content area classes in 1989-90, without team teaching. All students in a particular composition class were also enrolled in a designated biology or history section. This "scotch-taping" of classes resulted in several drawbacks. Instructors spent large amounts of time trying to update one another on what had been said in the two separate classes. Each instructor separately discussed with the students the relevance of the two fields to each other, but connections were delayed in the minds of students. Finally, the burden of discussing the links between reading/writing and the content area fell heavily on the English instructors. SCC attempted to overcome these difficulties through team teaching. The presence of both instructors in the room allowed for immediate answers to questions relating to either discipline or to the links between the fields. Faculty experience and student evaluations and performance suggested the following conclusions regarding the linked classes: (1) students taking the linked classes expressed an understanding of the relevance of reading and writing to learning in other fields; (2) the link allowed students to read primary materials in the content area, which in turn helped students relate personally to what they were learning; (3) teachers needed extra time to teach these classes effectively; (4) faculty development and rejuvenation were a by-product of the classes; (5) students were more reluctant to drop linked classes than they were to drop ordinary class sections; and (6) counselors played a key role in the success of the classes. (JMC)