Research suggests that reading compliance among undergraduate students is low. This study assesses the factors that influence students' decisions to comply with their assigned course readings using two theoretical underpinnings: students' self-rationing ability of time and construal effects on their decision process. Data collected through focus group discussions with undergraduate students and analyzed using qualitative methods suggest that both these behavioral economics theories may provide valuable insight into students' decision-making behavior related to reading compliance. The study found that students' decisions to read are influenced by both personal and external factors, several of which pertain to their instructors. Students also admit that lack of time and inability to self-ration time towards reading tasks are factors that negatively impact their reading compliance behavior. The study also found evidence of construal effects in the students' understanding of the potential benefits of reading compliance, given that several of these benefits would occur beyond their immediate future. The conceptual mapping of the results leads to several propositions for future research.