This case study explores student and lecturer views of reading lists at Loughborough University. Taking the qualitative data from two surveys previously undertaken at the institution, it uses the grounded theory approach to identify key issues regarding the purpose, importance, visibility, content, currency, and length of reading lists, as well as the availability of material on the lists. It highlights student concerns about the currency of some reading lists and discusses the need for greater advocacy of the lists to lecturers. It concludes with the need to develop a formal reading strategy for the institution.