This paper deals with the role of both the teacher and the student when choosing materials for the course, more specifically, with the selection of books for extensive reading. Although carried out in a first year tertiary education level, the results of this small scale study could be a good starting point for reflection in previous secondary and pre-university educational levels. It will be attempted here to make explicit the reasons that lead teachers to make their reading choices within the scope of a traditional syllabus type and the actual reasons that students have to make their own choice within a more negotiated syllabus design. The conclusion of this study points to the fact that genre and topic preferences guide the choice when selecting a book to read in the classroom. On the other hand, if students have the option to select their own readings this can have a direct effect in their implication in the learning process, eventually leading to greater motivation and thus, to better learning. (Contains 2 tables.)