Extensive reading approach (ER) has received conceptual support from views and theories that prioritize the importance of input in second language acquisition. ER is probably one of the easiest ways to implement an input-rich learning environment in a pedagogical setting. Accordingly, the current study is an attempt to investigate the effect of ER on EFL learners' reading attitudes. Three attitudinal values were measured which were Affective, Cognitive and Behavioral. They were measured by 20-item adopted questionnaire scored on a five-Likert scale. The sample of the study consisted of 70 undergraduate participants studying English as a foreign language at Hail University in KSA (Kingdom of Saudi Arabia). A Pair-Sampled t-test was used to analyze data. The results indicated that even though the majority of the EFL learners didn't like reading in English at the beginning of the semester for it was their first experience, most of them responded positively towards extensive reading after fifteen weeks of extensive reading implementation inside and outside the class. Further studies and applications were recommended to examine how long the effect of ER continues taking into consideration the educational context and the learners' preferences. It is also recommended that ER should be implemented under careful observation of the learners by teachers to promote the best results of extensive reading.