THE FLESCH READING EASE FORMULA WAS APPLIED TO SELECTED SECTIONS OF THE 1965-66 FACULTY HANDBOOKS FROM 61 CALIFORNIA AND ARIZONA JUNIOR COLLEGES IN AN EFFORT TO DETERMINE WHETHER THEY WERE WRITTEN IN A STYLE TO PROVIDE MAXIMUM OPPORTUNITY FOR COMPREHENSION. THE HANDBOOK SECTIONS STUDIED WERE (1) INTRODUCTORY MATERIAL, (2) GRADING POLICIES AND PRACTICES, (3) ADMISSION AND ATTENDANCE POLICIES AND PRACTICES, (4) ACCIDENTS AND EMERGENCIES, (5) FIELD TRIPS, AND (6) BULLETINS AND ANNOUNCEMENTS. THE MATERIAL STUDIED, WHICH TENDED TO BE RATED AS "DIFFICULT" OR "VERY DIFFICULT," IS CONSISTENT WITH THE GENERAL EDUCATIONAL LEVEL OF JUNIOR COLLEGE INSTRUCTORS. WHILE VARIATIONS IN LEVEL CAUSE CONCERN ABOUT OVERSIMPLIFICATION, WHICH MAY DESTROY THE FLEXIBILITY AND PRECISION NECESSARY FOR FULL UNDERSTANDING OF A PARTICULAR POLICY OR PROCEDURE, MATERIAL MUST ALSO BE EASY AND INTERESTING ENOUGH TO INDUCE THE INSTRUCTOR TO BOTHER TO READ THE HANDBOOK. THIS ARTICLE IS A REPRINT FROM "CALIFORNIA JOURNAL OF EDUCATIONAL RESEARCH," VOLUME 19, NUMBER 1, JANUARY 1968. (WO)