In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the Texas/Mexico border. Self-reported survey data was collected on reading compliance and metacognitive strategies. There was a statistically significant difference in reading compliance. Students reported reading the most when assigned a reading guide. However, the use of a quiz produced very similar results in reading compliance. Participants reported using more metacognitive reading strategies after completing the reading guides.