A study sought to determine if there were significant relationships among preservice teachers' learning style, attitude toward reading, composite score on the American College Test (ACT), declared major, high school grade point average, vocabulary score, and reading comprehension score in predicting performance in a basic skills course in reading instruction, as measured by four criterion-referenced tests. Subjects for the study were 70 preservice teachers enrolled in a basic skills course in reading instruction at a Mississippi university. Analyses of study data revealed five predictor models for achievement on individual scores and the summative score from four criterion-referenced tests. Vocabulary was the number one predictor for four of the five models, and reading comprehension was the number one predictor for one of the models. An examination of subscales associated with learning style revealed both positive and negative significant correlations with achievement in a basic skills course in reading instruction depending on the variables. Declared major and ACT scores and attitude toward reading were all positively correlated with some of the tests but not considered significant in the best predictor set. The study also includes eight tables and further discussion of results. (JMK)