The aim of this study is to gain a deeper knowledge of the reading comprehension required to answer the reading prompts in ESL (English as a Second Language) textbooks, through mapping reading prompts using Lena Franzen’s theory of three question types. The research questions addressed are: What level of reading comprehension is required by the reading prompts? What are the differences in comprehension level between reading prompts for fiction and nonfiction? What kind of questions are used when aiming for complex reading comprehension? The reason for conducting this research is to determine if Franzen’s theory is useful in understanding what question type, and therefore level of reading comprehension, the reading prompts are divided into, and if the theory is useful for teachers in their profession. Data were gathered through a qualitative analysis of the reading prompts in two textbooks, Blueprint A and Blueprint B, and the data were then analysed through a quantitative analysis. The results found that there was a progression in the number of question types, and therefore also complexity, with the least number of reading prompts in type 1 and the most in type 3, which was the most advanced question type. A majority of the texts and reading prompts were from fiction rather than nonfiction and the same was true when looking at the division of the question types. The authors´ overall focus, in both Blueprint A and Blueprint B, were on literary analysis and the based-on-the-text reading prompts, with a more specific emphasis on these in Blueprint B. Overall, the textbooks follow the Swedish English subject syllabus, Franzen’s theory is easy to use, and teachers can use Franzen’s theory to adapt their reading prompts to better suit their students and the lesson plan.