In an effort to determine the effectiveness of Lakeshore Technical Institute's (LTI's) Developmental/Remedial Reading Program, a comparative analysis was made of the grade point averages (GPA's) of 20 students who participated in the program and 24 students identified as having reading skills deficiences who did not participate in the program. First-semester GPA's for both groups were submitted to the independent t-test, using a .05 level of significance. The range of GPA's for the two groups of students was identical, with GPA's from 0.0 to 4.0 represented in both groups. The grade distribution was also similar for both groups (i.e., 9 program participants and 11 non-participants obtained a GPA of 3.0 or above, while 6 participants and 7 non-participants had a GPA of 0.0). Based on study findings, it was recommended that: (1) enrollment in the program be voluntary; (2) program content and procedures be re-evaluated; (3) specific program reading skills levels be determined; (4) non-GPA factors be used for program evaluation; (5) non-GPA factors be used in selection of the target population; and (6) longitudinal outcomes of the program be studied. (PAA)