A computer-assisted analysis was conducted of the capitalization skills taught in nine series of language arts textbooks. The results indicated that while textbook authors generally agreed on the inclusion of certain basic capitalization skills, significant differences existed with regard to introductory levels, grade-level sequencing, the amount of practice provided, and the number of specific skills taught. The fact that such widespread differences exist suggests that classroom teachers and language arts supervisors should examine their adopted texts carefully to determine the nature and extent of instruction that such texts provide, and the amount of supplemental instructional methods and materials in capitalization skills they need to develop. (RL)