A well-established body of research supports extensive reading (ER) as a crucial component of language programs, yet its implementation in schools remains limited and challenging. This study examines key barriers to establishing ER programs in a private language school in Vietnam, drawing insights from program developers, teachers, and learners through a qualitative approach. Preliminary findings confirm that commonly cited challenges such as time constraints, limited resources, rigid curricula, and exam-oriented instruction contribute to these difficulties. However, two primary factors that emerge as critical determinants of success include teachers' awareness and beliefs about shifting from form-focused to meaning-focused instruction, and the school’s vision and commitment to implementing ER initiatives. The study further discusses solutions from multiple perspectives to enhance the feasibility and effectiveness of ER programs in similar educational contexts.