Despite increasing attention on literacy-based approaches to foreign language instruction (e.g. Allen & Dupuy, 2013; Barrette, Paesani, & Vinall, 2010; Byrnes, 2005; Kern, 2004; Magnan, Murphy, & Sahakyan, 2014) the communicative approach's emphasis on oral proficiency continues to shadow reading practices. Although research findings commonly report that extensive reading (pleasure reading) promotes L2 development (Al-Homoud & Schmitt 2009; Day, 2015; Mason & Krashen, 1997), instructors have reported that they do not include these reading practices in the curriculum due to budgetary constraints on reading resources, lack of instructional time, and concern over the complex coordination of reading resources (Macalister, 2010). The purpose of this paper is to respond to instructor concerns by demonstrating the creation of a free courseware model--informed by research findings on extensive reading and intensive reading--for developing third-semester Spanish students' L2 reading skills and proficiency. This study reports on the process of designing a free courseware model (using Hot Potatoes) by: (1) estimating the amount of reading that students could complete in one semester within the time span of a three-credit course, 2) estimating the average length of the reading passages in the modules, and 3) estimating the number of reading-comprehension activity items associated with each passage. This process for infusing intentional L2 reading into the curriculum can be implemented across languages and instructional levels.