Today there is an increasing amount of research promoting the effectiveness of extensive reading (ER) towards increasing learners' vocabulary, comprehension, reading speed, and motivation towards reading. However, little has been done to measure the effects of ER on learners' reading levels. This quantitative study examined the effects of ER on Asian EFL students' reading levels. The 12 week study was conducted at a Taiwanese university using forth year, non-English major, EFL students as its participants and applied communicative language teaching (CLT) and student centered teaching approaches. Eighty seven participants were engaged in the study. Two formal reading level assessments were taken and two informal assessments were carried out throughout the length of the study. The ER treatment used a weekly in-class activity of sustained silent reading (SSR), supported by outside class reading. The statistical analysis indicates significant reading level gains within the treatment group and significantly higher reading level gains within the treatment group vs. the control group. The findings suggest that utilizing ER and a student centered teaching approach can provide a successful alternative to the traditional teacher centered or curriculum-centered approaches currently being used towards improving Asian learners' reading levels. Pedagogical suggestions for implementing ER are also provided.