This study aimed to investigate how middle school readers assessed the difficulty of multiple-text integration tasks and to determine the re- lationship between their perceptions of the difficulty of these tasks and their level of multiple-text integration. To achieve this, students were presented with a multiple-text integration task, and the reasons for their judgment of the task’s difficulty were categorized using a constant com- parative method. Additionally, levels of multiple-text integration were measured. The relations between the types of task difficulty judgments, perceived difficulty, and actual integration levels were then analyzed. The findings revealed that judgments regarding the difficulty of integration tasks could be categorized into five major types. Furthermore, significant differences in perceived difficulty were found between specific types. However, the correlation between perceived task difficulty and multi- ple-text integration level was not significant, and this tendency was ap- parent among students with lower integration levels.