This small study on literacy explores levels of reading comprehension in the Tibetan diaspora. By testing vocabulary and syntax comprehension of 4 different texts across 88 participants, we conclude that, although education levels are not predictors of language skills, two factors do correlate with higher reading levels: 1) being born and raised in Tibet; and 2) using literary Tibetan for reading or writing on a daily basis. After showing that word-length cannot be an appropriate measurement for difficulty of vocabulary, it then explores other options for readability formulas in the Tibetan-language context.