A practicum was designed to assist 30 kindergarten teachers in increasing the authentic reading experiences of kindergarten students in their classrooms. The goal of the practicum was two-fold: to provide the teachers with alternative instructional strategies to drill and practice basic reading skills; and to provide adequate, developmentally appropriate reading materials for the students in the target teachers' classrooms. Survey results, classroom observations, and a review of pertinent literature were used to plan a 19-hour in-service program which was carried out over the school year. Data gathering methods were a student interest and attitude survey, questionnaires, checklists, professional literature, and videotapes on reading strategies. An analysis of the data revealed that the teachers used the knowledge that they gained to select quality children's books and to increase the authentic reading experiences of their students. At the same time, the teachers decreased their use of drill and practice of isolated skills. Monthly sharing sessions, professional literature, funds to purchase children's trade books, classroom observations, and a guest lecturer were rated by the teachers as beneficial aspects of the in-service. (The school system's organizational chart, and eight tables and one figure of data are included; 77 references, the primary classroom literacy assessment inventory, forms for classroom use from the inservice training, and literature recommendations for kindergarten are attached.) (Author/RS)