Students’ decreasing interest in literature is a factor that has stimulated research initiatives to explore ways of streamlining reading. Although reading while listening is a well-researched territory, it appears limited to the single-narrator audiobook and efferent modes of reading. Therefore, this study focuses on the educational use of the full-cast audiobook and the immersive potential of aesthetic reading. Inspired by previous research in the field of audiobooks and reading while listening, we conducted a classroom study exposing four upper secondary school classes to four different reading modes: listening to a full-cast audiobook, listening to a single-narrator audiobook, reading the print text while listening and reading the print text only. This investigation was based on the following research questions: What are the main differences between reading only, listening only, reading while listening to single-narrator audiobooks, and reading while listening to full-cast audiobooks in terms of student preferences for classroom reading?; Does the simultaneous reading of the print text add to the immersive experience?; And Can listening to full-cast audiobooks contribute to more immersive reading experiences than listening to single-narrator audiobooks in upper secondary EFL classrooms? The results indicate that the informants favoured reading while listening over single-mode reading. However, we found no significant differences in immersion between the single-narrator and full-cast audiobook. The results of this study intend to contribute to the equal and equitable education that is the Swedish curricula’s aim.