Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b) awareness of preservice math teachers of their roles as content reading teachers and understanding of reading issues as related to mathematics. Setting: University undergraduate content area reading course for preservice teachers; university undergraduate mathematics methods course for preservice secondary math teachers. Study Sample: all secondary preservice teachers enrolled in each course will participate. Intervention: The treatment course students will receive intensified reading training in the content area reading course as relates to mathematics. Additionally, specific reading strategies will be discussed in the math methods courses involving the same students. The treatment group will also complete math specific reading and writing assignments in the Foundations of Geometry course required of all preservice math education students. Control or Comparison Condition: The work of the treatment group will be compared to the work of preservice students who did not receive the same instruction and non-education majors in the Geometry course. Data Collection and Analysis: Specific surveys will be administered at the beginning and end of the content area reading course and end of the math methods course to determine if math education preservice teachers attitudes about using and teaching reading strategies change after intervention. A rubric will be used to grade work in Foundations of Geometry class. Finally, the university Teacher Candidate Assessment Instrument will be used to determine each student's effectiveness in teaching reading specific lessons in supervised math classroom. Findings: Since this is proposed research, no findings are available to date. Conclusion: The result of math reform along with the adoption of curriculum standards requires preservice math teachers to be competent in addressing all areas of instruction necessary to impact students' learning. One critical area of instruction is reading. However, without direct interventions, preservice mathematics teachers often do not develop confidence to teach reading in their own classrooms. Citation: Franz, D., & Hopper, P.F. (2007). Is there room in math reform for preservice teachers to use reading strategies? National implications. National Forum of Teacher Education Journal, 17(3), 1-9. Retrieved March 15, 2007, from http://www.nationalforum.com/Electronic%20Journal%20Volumes/Frantz%20%20Dana%20Pomykal%20%20Is%20There%20Room%20in%20Math%20Reform%20for%20Preservice%20Teachers%20to%20Use%20Reading%20Strategies.pdf.