The purpose of the study was to examine the relationship between the challenge level of text and early readers' reading comprehension. This relationship was also examined with consideration to students' word recognition accuracy and reading rate. Participants included 636 students, in Grades 1-3, in a southeastern state. Results suggest that students reading texts well above their actual grade levels, even with sufficient accuracy scores, scored significantly lower on comprehension than students reading texts at their actual grade level. This result also held regardless of students' reading rates. Findings signal the importance of considering text level during instruction and suggest some caution is warranted when pushing students into texts well above their grade levels.