Extensive reading (ER) is a research and theory–supported approach for language and reading development in an additional language, yet its implementation is limited, particularly in English-dominant contexts. This article addresses many of the uncertainties and perceived obstacles to adding ER to a language curriculum. After reviewing relevant aspects of L2 learning in general, L2 reading more specifically, and the compelling results of recent research on ER itself, the author provides suggestions regarding the implementation of ER. These include addressing issues of the teacher’s role, ER materials, and assessment.