The article surfaces, examines and draws conclusions on the varying perceptions, expectations and operationalised "realities" of tutor and student behaviour in relation to reading lists. The argument identifies a paucity of literature on reading lists, but, nevertheless, locates a number of potential literature sources with which to inform the discussion. Field research using email and paper-based questionnaires with tutors and students from an English university were analysed in relation to the available literature. The article concludes that, in spite of the long-standing use of reading lists in higher education settings, tutor and student perceptions, expectations and behaviours in relation to reading lists diverge in a number of respects. The article proposes a need for a more open acknowledgment and discussion of reading lists, and develops insights into strategies and approaches for enhancing and reconfiguring their use. (Contains 4 tables and 1 figure.)