While textbooks remain a key part of the teaching and learning process, evidence suggests that student completion of reading assignments is lower than teacher expectations. Although there is a small body of literature examining textbook use, studies relating specifically to marketing textbooks are sparse. This article seeks to explore how marketing students perceive and use textbooks, what barriers inhibit their use, and how these barriers might be overcome. Qualitative exploratory and quantitative confirmatory research conducted at a British university reveals that reading assignments from the textbook are rarely completed. The textbook is primarily used as a handbook of definitions to help with the completion of coursework and as a revision aid for exams. The explanation for the lack of reading is less clear. The qualitative research suggested textbooks are cumbersome, inaccessible, and boring and that students perceive reading assignments to be unimportant because of their lack of integration into classwork. However, the quantitative study was less emphatic and revealed a neutral attitude toward textbooks, with less confidence that changes to the style of textbooks would encourage more reading. The article goes on to discuss implications for professional practice and incorporates tentative suggestions as to how to encourage regular and "active" reading.