Recent findings of passageless comprehension by college readers have added to the fallout with standardized reading comprehension tests and have called for theoretically and psychometrically stronger options. Reviewing the research literature, this paper suggests the maze test as an option for college reading assessment. The existing evidence, although scarce at the college level, has suggested a strong potential for maze's use as a progress monitoring tool. Evidence for maze's potential as a screening measure at the college level remains to be investigated. The paper concludes with guidelines for constructing and using mazes with college students.