To determine if subject matter taught or years of teaching experience after taking methods courses influenced teacher attitudes toward teaching reading in the content areas, questionnaires were completed by 105 middle, junior, and senior high school teachers who had completed methods classes in content area reading. Results of four subscales on teacher attitudes toward content area reading issues, benefits, use, and significance indicated that teacher attitudes, while positive, were not strong enough to initiate use of reading strategies in their classrooms. A comparison of teacher groups showed that teachers whose subject matter demanded more reading, such as English or social studies, placed the most value on content area reading strategies. Results also revealed that less experienced teachers had better attitudes than the more experienced group, indicating the need for more widespread implementation of the inservice model developed by Dupuis, Askov, and Lee (1978). (MM)