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 acknowledgement and discussion of reading lists, and develops insights into strategies and approaches for enhancing and reconfiguring their use.