This study focused on a redesigned reading program that integrated project-based activities through the contextualization of reading and information literacy strategies using library databases. Students completing the new reading curriculum were compared to students who had completed a traditional reading curriculum to assess for differences in information literacy and reading skills, course completion, persistence, and gateway course registration. Students in the contextualized reading curriculum outperformed students in the textbook curriculum on information literacy skills, and both groups grew in reading strategies. Further, the contextualized group--comprised of students who scored at one or more levels below college ready--were on par with the textbook group--comprised of students only one level below college ready--in completion, semester-to-semester persistence, and subsequent course registration.