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This study evaluated 260 representative vocational textbooks for reading difficulty, writing style, and interest level, for learners with special needs. The objectives were to: (a) identify texts that were significantly easier to read, and (b) determine if human interest and writing styles enhance readability of textbooks. Use of readability scales may enhance consideration of text evaluation and selection procedures as well as student placement. Six different readability formulas were utilized. Additionally, representative text samples were analyzed with measures of writing style and human interest. Results indicated that the six readability formulas are highly correlated and are effective in discriminating textbooks of relative ease or difficulty based on standard deviations from the mean. Human interest scores, but not writing style, were a strong discriminating factor in identifying accessible texts for special populations. Recommended strategies for implementing textbook evaluation using microcomputer analysis and individual reading modifications for students enrolled in vocational programs, are also discussed.