Course readings play a crucial role in many college courses, but students often struggle to comprehend this material. Building on evidence that students benefit from playing the role of an editor when reading each other's writing, this exploratory study investigated whether they benefit from taking the same editorial stance to assigned readings. Students in three courses (two freshman and one senior-level course) were assigned two ways of engaging with their textbooks: a question-answering approach and an editing approach. Students were surveyed to identify their perceived learning and enjoyment for each approach, and a subset of students were interviewed to obtain further information about their experiences. The results suggest that students tend to have more positive attitudes toward answering questions than editing, but many students found the editing approach to be helpful for their learning. The results indicate that the editing approach may be more helpful when students are better prepared.