A study was conducted to discover what reading skills were required by employers for entry-level bookkeepers, what reading skills were rated as being important in the bookkeeping curriculum, and what the relationship was between the existing bookkeeping curriculum and employment requirements. A job reading task analysis (JRTA) was prepared and sent to 40 employers in three New Jersey counties. A variation of this checklist, the curriculum reading task analysis (CRTA), was sent to 25 school districts in the same three counties. Findings indicated that (1) reading skills for bookkeeping consist of those needed for understanding subject matter (reading-to-learn) and those that can be transferred beyond the classroom to the world of work (reading-to-do), (2) the JRTA could be used as a predictor for determining the reading needs of an entry-level bookkeeper, (3) the CRTA could be used as an informal means of assessing the reading skills considered important in the bookkeeping curriculum, and (4) 57% of the CRTA priorities were transferable to the job world. (HOD)