We analyzed quantitative reasoning (QR) in a random sample of 200 student papers submitted to meet a college writing portfolio requirement. Each paper was coded for the potential relevance of QR; the degree to which QR was employed; the quality of the implementation, communication, and interpretation of QR shown; and other content features (e.g., presence of graphics, uses of terminology). Findings suggested QR was judged centrally relevant to 36% of all papers (primarily lab reports) and peripherally relevant to another 28%. However, QR was used electively to provide peripheral details in only 12% of all potential instances. Instead, students either failed to cite quantitative information or relied on vague quasi-quantitative terms (e.g., many). We identify implications of these results for efforts to address QR across the undergraduate curriculum.