Eighty-three students enrolled in five graduate sections of educational research taught by the same instructor were administered a reading attitude scale and an educational research attitude scale. Under-graduate grade point averages (GPAs), entering graduate GPAs, and composite National Teacher Examination (NTE) scores were also obtained for the students. Teachers who were currently involved in the teaching of reading had significantly higher reading attitude scores than the teachers who were not involved in the teaching of reading. All independent variables were significantly related to course achievement. Results of a stepwise regression analysis yielded a multiple correlation of .77 when NTE scores, graduate and undergraduate GPAs, reading attitude and research attitude scores were used to predict achievement in the course. (Author)