Reading lists have been described as a stalwart of the academic environment. This article explores the role of reading lists as a pedagogical tool and describes how reading lists contribute to an immersive block teaching model at an Australian university. Little has been written about the application of reading lists in block teaching models. This narrative case study explores how prescribed learning resources and reading lists were reframed as an enabling element of a student-centred, university-wide curriculum renewal project. With a limited number of readings permitted for each unit, a manageable volume of learning was fostered, reducing students' cognitive load. This article builds on existing knowledge about the use and experience of reading lists in higher education and demonstrates how reading lists contribute to constructively aligned pedagogy in immersive block teaching models.