This paper explores incentives for students to engage with continuous learning outside the classroom, i.e. independent study. Two questionnaires were completed with undergraduate students, asking them quantitative and qualitative questions regarding their engagement (or lack thereof) with weekly readings which are non-assessed and non-monitored. The questionnaires identified that the majority of students do not complete the readings despite a consensus that they are crucial for understanding the course material. The two primary reasons expressed for not undertaking independent study are lack of "assessment" or time-bound deadlines and poor "access" to reading material. Students were also asked to imagine potential incentives to encourage the completion of weekly readings, and then ranked these ideas in the second questionnaire. The two proposals with a majority of student support are the introduction of assessment measures to incentivise weekly readings (albeit with some student opposition to such an interventionalist approach) and the introduction of mechanisms that provide greater access to learning materials. These findings introduce the role of "access" as a key mechanism to stimulate independent study, thus challenging the literature's emphasis on assessment as the primary means to facilitate learning. (Contains 4 figures and 2 notes.)