This study evaluated four commercial reading programs at the second, fourth, and sixth grade levels with respect to main idea instructional practices (e.g., objectives, strategy instruction) and readability of text. In addition, text type (i.e., fictional, non fictional) and text length (i.e., short, intermediate, or long) of main idea tasks were rated. Finally, the type of main idea tasks (i.e., given, choose, identify, and construct) and main idea statements (i.e., explicit, implicit), as well as placement (i.e., beginning, middle, or end) of explicit main idea statements in the text were evaluated. Results varied across individual programs and grade levels. Implications of study findings for practitioners meeting the diverse needs of students with learning problems are discussed.