The study to be discussed in the proposed session was an extensive, multi-site research project that sought to answer the following essential question: What does it mean for students to be prepared to read at a college level in career technical education (CTE) courses? The impetus for this study was a need to fully understand what it means to be college-text-ready based on the literacy demands, practices, and expectations in introductory-level career technical education courses (i.e., Nursing, Automotive, Business, Criminal Justice). Only with this deeper understanding of college-text-readiness in CTE courses can colleges really begin to design effective literacy interventions to help students who may not be considered college-text-ready, and may thus be placed into developmental-level coursework or other supports.