Reading ability is fundamental to teaching and learning (AFT 2004). This study assessed the reading ability of 25 in-service science educators at the University of Limpopo for three science texts: Grades 7, 8 and 9, using a cloze test and exploring materials that educators read. The scores were categorised as being independent, instructional and frustrating. The results of One-way ANOVA reveal no significant differences in scores for Grades 7 and 8 texts, but significant differences in scores between Grades 7 and 8 compared to Grade 9 texts. A Tukey (HSD) post hoc test indicates that Grade 9 texts accounted for the main differences, suggesting that educators read Grade 9 texts at a frustration level. The reading ability of most of the educators was at the instructional level. Data from semi-structured interviews suggest that educators do read when preparing for classes. The implications are discussed in the light of improving reading ability of educators at higher education level. (Contains 1 figure and 3 tables.)