One of five papers discussing the humanistic model used in the training of reading teachers at City College of New York, this paper reviews the theoretical bases for the humanistic model and discusses its implications for the training of reading teachers in the future. The described model includes sequencing of the students' field experiences, helping students to identify their own strengths and weaknesses, and using different community placements to sharpen professional skills. The paper notes that the model was derived from the work of educators who viewed the learner as central to the learning experience and thus insists that motivation, values, and attitudes be an integral part of the teacher training program. The paper concludes that feedback from students about the program has been positive. (FL)