With the number of alternative pathways now available for entry into Australian universities, the number of international students is steadily increasing. This article reports on the undergraduate results of a teaching project at the University of Canberra, Australia, and explored whether the introduction of a discipline-based reading program into an existing university preparation course would result in an improvement in international students' learning in the discipline and increase their proficiency in the English language. Using data drawn primarily from results of written feedback from students and lecturers, in-depth interviews with students, comparison of student grades in both English and content subjects, and ongoing assessment data, this article found that the introduction of the discipline-based reading program during the length of the project was highly beneficial in that it facilitated improved learning outcomes for international students. This article advocates that discipline-based reading instruction positively benefits international students in their first year of study.