This project developed a checklist for examining college texts for adoption in situations in which several instructors use the same text to teach a large introductory, multi-sectioned college course. Fifteen students from Brenau College (Georgia) and 33 faculty members from several Georgia colleges were interviewed. Four computer software dealers and a publisher were also interviewed concerning computer programs to estimate reading grade level of college textbooks. This information was combined with results of a review of the literature, and the checklist was developed and revised after review by the professors previously interviewed. Interviews suggested that most textbook choices are made by examining copies of the text and the ancillary materials that accompany them. Professors and students were found to have similar criteria for a "good" textbook. Instructors placed strong emphasis on readability and on ancillary materials. When two texts seemed equal, the one with stronger ancillary materials was usually selected. Professors were concerned about errors and overly technical language. Students were very concerned about textbook costs and liked texts that used plain, practical language with information broken into manageable chunks. Also included are the interview questions, feedback form, and the checklist itself. (Contains 42 references.) (JB)