Developmental reading courses that use specific content-area reading skills and whose reading specialists interact closely with discipline-specific faculty improve student learning (Cox, Friesner, & Khayum, 2003, p. 191). Additionally, content-area instructors who teach strategies such as utilizing study guides and graphic organizers, and who discuss the differences between literal and inferential meaning in course textbooks (Bickley, Davis & Anderson, 2001; Brothen & Wambach, 2000), found that students increased their success in the course as they relied less on surface reading. This review of literature provided the underpinnings on which to base the design and objectives of the practicum. The evaluations of the objectives as well as the long-term impact of the practicum are detailed in this article.