This report describes graduate courses in the whole language approach offered by Lander College to 10 rural school districts in South Carolina. The whole language approach is seen as a way to meet the educational needs of rural at-risk students. In the first course on the whole language approach, 10 early childhood teachers engaged in workshops on the theoretical and research bases for the whole language movement. Teachers used journals with invented spelling, a shared literature event, classroom response circles, class books, language experience stories, and a message board. At the conclusion of the course, four of the teachers were successfully operating whole language classrooms. Other courses offered to elementary through high school teachers were developed under guidelines from the South Carolina State Department of Education. Teachers in these courses expressed concern about a lack of administrative support for whole language and teacher accountability for skills development, driven by published school test scores. As the teachers participated in courses they became more adept at teaching skills in the context of literature and social conversation. At the secondary level, teachers need to be introduced to the whole language approach as an alternative. They also need to work with new delivery systems involving grouping and cooperative learning. There must also be administrative support of changes in methods and delivery systems. At Landers College a whole language course has been proposed to improve the language skills of its college students. (KS)