This study determined what levels of thinking were included in Christian publishers' elementary reading textbooks and if there was a statistically significant difference between the levels of thinking in different textbooks. A proportional random sample of reading comprehension questions was drawn from the fifth grade teacher's editions of reading textbooks from two leading Christian school publishers (A Beka Book and Bob Jones University Press). The questions were classified by a team of three raters by their category of thinking according to the revised Bloom's taxonomy (Anderson et al., 2001). The A Beka Book textbook contained 57.6% lower level questions and 42.4% higher level questions. The Bob Jones University Press textbook contained 45.8% lower level questions and 54.2% higher level questions. Lower level thinking included questions in the remember category. Higher level thinking included questions in the understand, apply, analyze, evaluate, and create categories. A two-way contingency table (2 x 2) analysis produced a Pearson χ² (1, N = 515) = 6.39, p = .01. The difference between the amount of lower and higher level questions in the two textbooks was statistically significant at the p < .05 level for a proportional data set.