Although much research has examined students' readiness levels as they prepare to transition from high school to college, little published research exists on the specific literacy expectations students will face in their early college experiences. This article provides an overview of a model for determining the reading demands and expectations in such early-college courses. The evaluative model allows faculty teams to examine the academic literacy expectations for introductory-level general education and career technical courses and simultaneously explore the curricula in developmental reading courses. Using the model, evaluators can determine the degree of alignment of text difficulty levels, expectations for student literacy competencies, and standard literacy practices within and across courses.