Much has been written about the importance of extensive reading for the development of language fluency, yet it is not often an activity of choice by students as a means of improving language learning. Many of my multi-level (elementary-intermediate) Adult Migrant English Program (AMEP) Certificates in Spoken and Written English (CSWE) students reported that they did not have a reading for pleasure habit in either their first language or in English as an additional language. Reviewing the small collection of language learner literature available in the local library, and in our community AMEP resource room, and reflecting on the highly scaffolded reading activities being done in my classroom, the latter should have come as no surprise. To address these shortcomings, extensive reading became an integral part of our classroom learning in the final ten-week term of 2012, a holiday reading program was offered and "my" extensive reading approach was further developed in term one of 2013 to encourage a reading for pleasure habit. Classroom-based action research conducted on these initiatives, using systematic teacher observation, naturalistic data collection methods and computer-generated activity reports revealed that, given explicit instruction on extensive reading, on how to choose books at the right level for easy reading, and access to a wide selection of books, students improve their reading proficiency and enjoy extensive reading as a classroom activity while some continue to enjoy reading when there is no classroom imperative to do so.