This research study questioned the degree to which six professional texts guiding implementation of the Common Core Standards in reading address the needs of diverse learners. For the purposes of this research, diverse learners were specifically defined as above grade level readers, below grade level readers, and English learners. The researchers employed qualitative content analysis to determine how and to what level of frequency each text addressed the needs of these particular populations of students. The analysis consisted of a coding system that included how often the specified learners were mentioned, as well as the type of information provided and the format in which it was presented. Findings indicated that each text did show evidence of attention to these student populations though in different ways.