Research suggests that reading compliance among higher education students is low, warranting enhancement of educational practices to support reading, especially for students enrolled in health professional programs. Researchers used a cross-sectional study design to explore the effects of a learner-generated podcast assignment as a reading supplement in occupational therapy education using two different survey instruments assessing student perceptions and learning styles. Forty-three Occupational Therapy Doctorate (OTD) students participated in this study. Descriptive statistics indicated positive attitudes towards creating and preparing the podcasts but remained mostly neutral towards listening and watching podcasts. Tukey's HSD test for multiple comparisons detected tactile learners on average completed less readings (40%) compared to visual and auditory learners (60%-70%), with a significant difference (0.05) between visual and auditory learners. Learner-generated podcasts present an opportunity to enhance student learning, but further research is needed to determine the best educational practices.