It is generally assumed that students possess the ability to apply abstract reasoning to content material in a variety of disciplines when they enter college. Yet many college students have not reached the level of formal operations defined by Jean Piaget; thus they experience difficulty in coping with their work. A solution to this dilemma can be found in the provision of content-reading activities based upon the principles found in Piagetian theory. Suggestions are made for practical applications of aspects of this theory to college reading instruction. (Author/AA)