CALIFORNIA STATE-ADOPTED MATHEMATICS TEXTBOOKS FOR GRADES 1 THROUGH 8 WERE ANALYZED TO DETERMINE THE READABILITY LEVELS, THE AMOUNT OF EXPOSITORY AND STORY-PROBLEM READING REQUIRED, AND THE FREQUENCY OF MATHEMATICS VOCABULARY USED. READABILITY WAS DETERMINED THROUGH THE DALE-CHALL FORMULA AND THE FINDINGS OF AN EARLIER STUDY USING SPACHE'S FORMULA. CHAPTERS RANDOMLY CHOSEN FROM THE INTERMEDIATE AND JUNIOR HIGH TEXTBOOKS AND ALL THE PRIMARY TEXTBOOKS WERE STUDIED TO INVESTIGATE THE AMOUNT OF READING REQUIRED. WORD LISTS WERE CONSTRUCTED FOR EACH LEVEL AND COMPARED WITH THORNDIKE'S WORD LIST FOR VOCABULARY LOAD. RESULTS INDICATE THAT THERE WAS A WIDE RANGE OF READABILITY LEVELS WITHIN EACH TEXTBOOK. ONLY THE FOURTH, FIFTH, AND SIXTH GRADE TEXTBOOKS FELL WITHIN THE INTENDED RANGE. THE INTERMEDIATE AND JUNIOR HIGH TEXTBOOKS REQUIRED A CONSIDERABLE AMOUNT OF EXPOSITORY AND STORY-PROBLEM READING, BUT THERE WAS NO ORDERLY PROGRESSION IN THE AMOUNT OF READING REQUIRED. THERE WAS A SIGNIFICANT GAP BETWEEN THE THIRD AND FOURTH GRADES. THE VOCABULARY LOAD WAS THE LOWEST AT THE PRIMARY LEVEL AND GREATEST AT THE JUNIOR HIGH LEVEL, WITH A GRADUAL INCREASE AT THE INTERMEDIATE LEVEL. TABULATED RESULTS ACCOMPANY THE FINDINGS, AND AN EXTENSIVE BIBLIOGRAPHY IS PROVIDED. (NS)