An audit was completed at the University of Alaska Fairbanks (UAF) based on the curriculum audit model developed by Armstrong, Stahl, and Kantner (2015). The audit examined text readiness and text expectations in UAF developmental reading courses and 100-level general-education and career-technical education courses, how well these text expectations align, and what the culture of reading looks like at UAF. Course observations, faculty interviews, focus group discussions, and surveys were collected. Although preparedness for reading tasks, comprehension, and critical thinking were seen as important by both faculty and students, motivation and self confidence arose as even more compelling contributors to students' reading success. The outcomes of the current study indicate that many UAF students would benefit from increased reading support. The intention of the curriculum audit model is to assist solution-oriented investigations that can help faculty see how college reading programming needs to be adjusted (Armstrong, Stahl, & Kantner, 2015). In this regard, the model is a great success.