A study compared the mean reading abilities of one college's entering freshmen students with the readability levels of several freshman-level mathematics and English textbooks assigned to them. The mean student reading ability was ascertained through an analysis of reading test scores, while text readability levels were determined through the use of five different formulas (those of Dale-Chall, Fry, Raygor, Flesch, and Gunning-Fog). The results showed that students who were reading at or above the mean reading level should be able to cope with approximately 70% of the English texts and 59% of the mathematics books. In general, the different readability formulas yielded similar results. The results also seem to support the implication that authors are currently striving to make textbooks more readable. (A summary of research related to college text readability is included.) (FL)