Sustained Silent Reading (SSR) is a reading practice employed by educators to encourage students to maintain focus and engagement in texts. (Garan & DeVoogd, 2008; Lee, 2007). Studies done show the efficacy of the practice. This paper seeks to report on student attitudes towards the practice. A survey was given to university students participating in SSR on a weekly basis during reading-oriented classes. Three first-year university student populations were chosen. The survey was based on prior action-research done by the educator, and a study done previously on the idea by Boakye (2017). Students were asked their views on perceived reading gains, reading enjoyment, and how much SSR should last in class. The results are analyzed and given context. The study makes suggestions about effective use of SSR in the EFL classroom.