Extensive reading has become an increasingly important aspect of language teaching due to its numerous advantages. Observationally, Vietnamese people have not had reading habits, making it more challenging for working adult learners to engage in extensive reading. This study aims to examine working adult learners’ perceptions of graded readers and their motivation to integrate them as homework outside the classroom. Data were collected through a questionnaire and individual interviews with a diverse group of 100 adult learners, ranging from Generation X to Generation Z. Additionally, in-depth interviews were conducted with 15 participants, including 5 from Generation X, 5 Millenials, and 5 from Generation Z. The findings revealed differences in the levels of preference for graded readers across the three generations and identified key obstacles they encounter when engaging in extensive reading. To address these challenges, this study presents students' suggestions and proposes strategies to enhance the effectiveness of extensive reading.