This study evaluates the influence of literacy on outcomes in college programs with defined course requirements. This overcomes the limitations of previous research by contextualizing literacy according to program requirements. Results suggest (a) learner literacy varies considerably among programs, (b) there are socio-demographic variables predictive of low literacy, (c) "magnet" programs exist where there are more learners with low literacy skill, and (d) the influence of literacy, though significant, is not the only factor in successful outcomes. Practical implications are discussed, including the need to consider balanced approaches to assessing learner outcomes, embedding accommodative supports within some programs and the need for institutions to identify "magnet" programs.