Attitude toward reading has long proven to be of importance in learning. This study designed a survey instrument for college teachers to gage future teachers, college students' attitudes toward the reading of textbooks. College students (n = 64) responded to two instruments, the newly created survey called the College Textbook Reading Attitude Survey (CTRAS) and the Nelson-Denny Reading Test. Both qualitative findings and quantitative results indicated that many college students, future teachers, in the sample have fair to poor attitudes toward reading textbooks and are more apt to exhibit reading comprehension as well as vocabulary deficits. The purpose of the CTRAS instrument was to facilitate a communicative, social learning exchange between college teachers and their students regarding textbook reading and learning. Several recommendations and future research proposals are offered for review.