The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only performance on the inference questions was uniquely related to WMC whereas performance on textbase and across-text questions was not. Results suggest that WMC still plays a role in comprehension even when texts are available, and the role of WMC seems to be most strongly tied to integration demands.