Junior high school teachers (at three Pennsylvania schools--urban, suburban, and rural) who were voluntarily involved in a year-long inservice education program on content area reading instruction during 1976-77 were tested one year later after no intervention to see if significant gains made during the workshop year were retained. Posttest scores obtained in May 1977 after the experimental treatment were compared to follow-up posttest scores obtained in May 1978 after no intervention. No significant gains or losses occurred during the nonintervention year in measures of teachers' attitudes toward teaching reading in the content areas and their knowledge of reading skills. The results show that inservice education can make a difference in bringing about lasting changes in teachers' attitudes and knowledge of reading skills. (Author/JM)