The study aimed to determine the readability level of texts in the (Philosophy and Humanities) curriculum for the third secondary grade in the Syrian Arab Republic and to identify significant differences in the scores of readability levels based on variables such as gender, governorate, and subject type. The research utilized a descriptive-analytical methodology, with a sample of (274) male and female students from the schools of the Damascus and Rural Damascus Education Directorates. The study employed the Cloze Test to measure the readability of the selected texts, which included 7 texts covering topics in philosophy, psychology, and sociology. The results of the study showed that the readability level of the texts in the (Philosophy and Humanities) curriculum for the third secondary grade was at the frustration level. The findings also indicated a statistically significant difference in the scores of the sample group based on gender, favoring females, as well as a significant difference based on the governorate, favoring students from Rural Damascus. Additionally, there was a statistically significant difference based on the subject type, with psychology topics showing higher readability scores.In light of these results, the study presented a set of recommendations and suggestions.