Those who teach literacy usually accept the idea that reading, writing, and study strategies are developmental. Youngsters develop their literacy from birth on, and, to some teachers, dividing literacy education into steadfast designations such as early childhood, elementary, middle, secondary, and college learning (which may have pragmatic value) seems counterproductive or at least arbitrary. Even so, many educators and others (e.g., parents, community leaders, writers and journalists, policymakers) think of learning as going from childhood through the college years and beyond, and that what happens in the early years informs the elementary years, what happens in the elementary years informs the middle school years, and so on. This, of course, is true, yet this linear way of conceptualizing literacy education appears to move in one direction. The focus of this commentary is just that: What if, using the findings of scholars reported in the "Handbook of College Reading and Study Strategy Research" (Flippo & Caverly, 2009), people see how this research can inform secondary-level teachers? The author suggests that one takes a backward look as well, instead of just the forward trajectory and level divisions to which one has become accustomed. The author briefly investigates the history of college reading to reveal the actual roots of the entire field of reading research, education, and practice, at all levels as they are known today. Then she explores some of the common issues (and related learnings) affecting reading education at all levels, particularly college and secondary years.