This study examined factors associated with whether instructors of English as a second or foreign language (ESL/EFL) incorporate computer-assisted reading (CAR) into their second-language (L2) reading classrooms. To achieve this goal, 70 ESL/EFL instructors completed a survey containing 37 items and 1 open-ended question concerning their perceptions of factors that influenced their use of computers to deliver L2 reading content. The data obtained were subjected to both descriptive and inferential statistical analyses, including means and standard deviations, as well as paired t-tests and bootstrapped p-values. Results indicated that various factors facilitate and impede the successful integration of computers into L2 reading instructors' teaching practices. These findings and their theoretical and practical implications are discussed in the light of the CAR knowledge base.