This study examined the extent to which graded readers vis-à-vis scaffolded silent reading (ScSR) resulted in increased vocabulary, reading comprehension, and a positive attitude toward reading. A mixed-methods study was administered to two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups took The Vocabulary Size Test and TABE Complete Language Assessment System-English. The treatment group selected and read graded readers, met individually with the instructor, and kept a journal; in addition, several students from the treatment group were interviewed at the beginning and end of the study. Descriptive statistics were used on the pre- and posttests. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group expressed a positive attitude toward reading graded readers through scaffolded silent reading. As a result, this study demonstrated that graded readers used with scaffolded silent reading show promise with this student population.