How ‘extensive’ do learners need to read in order to improve their overall English language proficiency? This case study offers valuable data and analysis to shed light on this and other pertinent questions. A sample of 189 university-level students read on average around 200,000 words for 28 hours over an eight-month period, and their English language proficiency was measured via the TOEIC-IP test before and after the reading intervention. Results show a statistically significant average gain of 24 TOEIC points, however, as a close examination of the data in this presentation will reveal, the 200,000 word target is problematic and the assigning of extensive reading as a part of a for-credit university course fraught with challenges. Drawing on this insightful data, this presentation highlights best practices and principles for cultivating sound and sustained extensive reading habits in university-level learners, and avoiding imposing on them an alternative form of ‘extrinsic’ reading.