The teacher preparation program in secondary reading described in this paper identifies several components for which teachers in training may be held accountable. The components identified include: (1) the selection of material of appropriate interest, reading level, and instructional need in keeping with lesson prototypes; (2) knowing the scope and sequence of word attack skills in relationship to individual pupil needs; (3) providing goal directed instruction stated in behavioral terms; (4) utilizing a diagnostic approach in identifying the reading needs of pupils; and (5) self-evaluation of the level of success attained in terms of learning goals and the lesson structures, or vehicles, through which these goals were to be achieved. Also discussed are the role of the college reading instructor when fostering accountability in his students, prototypic lessons, and promoting accountability in performance based teacher education. (Author/WR)