In spring 1984, a study was conducted at Sacramento City College (SCC) to explore whether students' reading and study skills improved after participation in an "adjunct" skills course (i.e., a team-taught course which presents reading, writing, and study skills education within the context of a regular college course). The study focused on 38 students enrolled in a child development adjunct class which emphasized textbook reading and study techniques and writing clear essay answers. Study findings included the following: (1) there was no significant difference in students' pre- and post-test scores on the Test of Adult Basic Education reading test; (2) of the 17 students who completed a 10-item informal reading test constructed from the course text before and after the course, 53% had higher post-test scores and 24% had the same pre- and post-test scores; (3) 64% felt they had better study habits after completing the course; (4) l00% felt the study skills portion of the class was helpful; (5) only one of the nine students with reading scores below the 9th grade level completed the course with a C grade or better; (6) 40% of the enrolled students received a D, F, or Incomplete, or dropped the class; and (7) the class retention rate was 74%, compared to the college's overall rate of 67.8%. (LAL)