Review of literature revealed: (1) teachers are a most vital factor in reading instruction, (2) teachers evince weakness in a variety of competencies necessary to effective reading instruction, (3) inadequacies are often traced to the courses included in teacher preparation, (4) meager efforts have been made to evaluate methods courses due to inadequacies in existing instrumentation, and (5) construction of pilot instruments based on situational tasks measuring teacher competence in solving problems related to reading instruction have been undertaken.This study sought to apply existing instrumentation to the measurement of the effectiveness of certain reading methods courses in development of selected teacher competencies.