This thesis reports on a pilot study of an extensive reading program that the researcher attempted to implement through The American Language Institute (ALI) at the University of Toledo. The problem that led to this study was brought to the researcher’s attention during the course of his interactions with the staff of the ALI. The problem was that a majority of students taking the institutional version of the Test Of English Foreign Language (TOEFL) exam, at the end of each session, performed poorly on the timed reading comprehension portions of the exam. Many of the students were complaining about not having enough time to complete the timed reading section. The ALI staff explained to the students that college-level academic pursuits require one to be able to read massive amounts of text efficiently and effectively, and the timed reading section is designed to measure each of their abilities to do this. Based on the researcher’s review of the literature produced on extensive reading pedagogies in second and foreign language learning contexts, the researcher was eager to implement a pilot study of an extensive reading approach with the aim of improving the English L2 reading comprehension measure from the TOEFL scores of those ALI students who would participate in the study. The design of the pilot study will be explained in the methodology section of Chapter 2.