One of five papers discussing the humanistic model used in the training of reading teachers at City College of New York, this paper describes the high priority given by the program to individual students in order to help them identify and develop their unique teaching styles. The paper stresses that this individual attention is especially important in an urban setting where many college students feel that their educational backgrounds are inadequate. The program aspects discussed in the paper include (1) building on the student's general liberal arts/cultural background in each professional course; (2) promoting the student's self-confidence toward the teaching of reading by developing his or her proficiency in the basic components of the field; (3) helping students learn to criticize themselves and measure their own progress; (4) holding frequent conferences with students; (5) providing ample time in class for discussion, sharing of ideas, and questions so that students gain self-esteem as others adopt their ideas; and (6) helping students construct and reconstruct values through their experiences with inner city children and through their readings. (FL)