The purpose of this study was to analyze thinking levels of the reading comprehension questions in Action Pack 11 (hereafter AP 11 ) which is taught for grade 11 , Action Pack 12 (hereafter AP 12 ) that is taught for grade 12 at the schools of The Jordanian Ministry of Education and New Headway Plus Pre-intermediate ( hereafter NHWP) that is taught for the first English language course taught at Yarmouk University. All WH-questions in the three textbooks analyzed according to Bloom’s Taxonomy. The researchers calculated the percentages and frequencies of the cognitive levels of the questions in the three textbooks. Chi square (χ2) was used to draw comparisons between the cognitive levels of the questions. The results indicated that low-level questions are dominant in the three. It was also found that low-level questions were dominant in both stages. An interesting conclusion was that the reading material of the university textbook does not show a higher level of thinking. On the contrary, the reading content in the high school textbooks revealed more concentration on higher-level thinking questions. As a result, the study recommended that there should be more communication between secondary schools and universities to bridge the gap between them.