The purpose of this study was to explore the feasibility of a competency-based model for the instruction of a course in reading methods for preservice education students. A secondary purpose was the development of staff personnel to teach this course, using a similar competency-based component. Evaluation of the model was based on observation of competency behaviors, staff evaluation of student journals, and pre- and post-test administrations of the Minnesota Teacher Attitude Inventory to determine attitude change. The model was implemented by a staff of three persons functioning as a team to provide facilitators for the competency expectations. The staff evaluated student journal responses to determine necessary modifications of the model, and to aid in developing modified models of the original course for future instruction. The results of the study indicated that this model was feasible for this course. The journals were useful in determining competency achievement. The journal evaluation became the major challenge of the study. The model did not create a significant attitude change as measured by the Minnesota Teacher Attitude Inventory. (Author/WR)