Literacy, specifically reading mathematical text, is an essential component of developing deep mathematical understanding. Given the role that textbooks play in classroom instruction around the globe, it is useful to consider how features of curriculum design might influence classroom practice related to reading. Results from studies of a curriculum series in which reading mathematics is an embedded design feature provide insight on teachers' and students' perceptions on the importance and frequency of reading in mathematics and on the strategies used. The results have implications for curriculum developers as they design mathematics textbooks.