The perceptions of volunteers and children regarding critical incidents identified in a program of volunteers working with children in reading were investigated. The critical incident technique, developed by John C. Flanagan, was used to collect the data. Sixty volunteers and 60 children identified 234 critical incidents, 141 positive and 93 negative. The critical incidents were classified as use of a vocabulary, use of a word analysis activity, use of an experience story, and use of reinforcement. It was concluded that both volunteers and children perceived instructional activities as being beneficial to children in reading; both groups felt that the volunteer program created some negative situations, particularly those that were related to clerical, non-instructional tasks; the critical incident technique can be used effectively with young children; and both groups felt that the program should be continued and should have a salutary effect on the overall reading program. (Author/RB)