The purpose of this study was to develop a profile of the literacy histories of developmental reading students enrolled in a South Texas college. A literacy history questionnaire was used to collect written responses regarding the students' early literacy experiences prior to entering the college setting. Analysis of the written responses indicated that the students had a positive attitude towards reading during elementary school which declined as they moved into the upper grades. The positive aspect of the results is that the students did not have an overwhelmingly negative attitude towards reading, thus leaving their instructors with the opportunity of helping them develop a more positive attitude towards reading in general. Suggestions for classroom practice will be discussed.