In this current era of policy and legislation driving curriculum and instruction in higher education, the field of college reading is grappling with how recent curricular mandates affect learners, particularly mandates that reduce or eliminate college reading instruction by assuming a one-size-fits-all approach. Questioning the ethical implications of this current reality led us to a key question: What are the pedagogical rights of undergraduate students with respect to literacy instruction? We argue here that college readers should have access to individually and culturally relevant literacy pedagogy that is intended to support their coursework and, ultimately, their lives. We therefore propose an initial draft of a bill of rights for college readers.