Students in 4 sections of a college reading and study strategies course at a comprehensive midwestern university (part of a special admission program for low achieving students) completed an open-ended assignment in which they wrote about their memories of learning to read. A free-form analysis sheet was developed to sort out the information in the reading autobiographies. The main categories of information were: positive and negative models and activities for early literacy; school influences on reading at the elementary, junior high, and high school levels; points at which changes occurred in reading behavior; and current reading attitudes and behavior. A total of 40 reading autobiographies were analyzed. Results indicated that: (1) 22 students made positive comments about early (before school) influences on reading, 7 made negative comments, and 6 expressed ambivalent feelings; (2) 11 students made positive comments, 10 made negative, and 8 made ambivalent comments about elementary school reading experiences; (3) 3 students described positive experiences, 2 made negative, and 3 made ambivalent comments concerning junior high school reading experiences; (4) 12 students described negative experiences related to high school reading, 9 made positive comments, and 7 had ambivalent feelings; (5) 14 of 16 students mentioned reading aloud as a negative experience; and (6) current reading was described in almost all cases as done only when assigned. By listening to students through their reading autobiographies, educators can become more sensitive and responsive to students' needs. (RS)