The use of textbooks is common in basic science teaching practices; however, there is a tendency to use them automatically without identifying what kind of support students may need to read them, understand their content, and know what to do with the information. The objective of this paper is to present the analysis of the reading levels promoted by the questions of a Physiology text used by a university teacher and to reflect upon the importance of this type of approach for the teaching practices of the basic sciences. A qualitative descriptive methodology and the technique of content analysis were used to analyze the study questions of the selected book. The results show that in the unit analyzed questions that appeal to the creative level of reading predominate, which facilitates the use of information from the texts to interpret phenomena and, therefore, has a high complexity; in addition, there are questions of a literal type that, unlike the previous ones, require less active processing by the reader. This type of analysis makes it easier for the teacher of the course to identify the scope of what the textbook offers and what type of additional strategies should be included in their teaching practices so that their students achieve complex reading levels, which are fundamental for their performance in the academic environment.