This study illuminates faculty beliefs about reading by closely examining their attitudes toward assigned readings and faculty professional reading practice. Drawing upon interview data from instructors teaching in a range of disciplines at a two-year college, we suggest that conversations about reading would benefit from greater awareness of the various contexts and purposes for reading. Rather than talk about reading as something students either "do" or "don't do", or do well or poorly, we draw attention to the ways that different purposes for reading shape reading behaviors for students and faculty alike.