This paper discusses my experiences taking a semester's worth of undergraduate courses in order to determine the literacy task demands placed on students in the classroom. It has been well documented that students struggle with literacy tasks when they enter college. My experiences indicated that part of this struggle might be because reading demands differ greatly among undergraduate courses both in terms of the depth of processing required and the varied type and location of course materials. Additionally, today's students are expected to complete a good deal of graded homework, which may not align with their expectations about the role of homework in college. Written and oral communication expectations also differ along disciplinary lines. In order to understand the diversity of literacy tasks, students need to be quite savvy about both professor expectations and sophisticated literacy strategies.