The effects of extensive reading on EFL context have been examined with a variety of studies. This study examined the impact of extensive reading on reading proficiency while the participants were taught reading strategies. Furthermore, this study explored whether there were any differences between intervention and control groups on the reading strategy use after the treatment. This study adopted a quasi-experimental, pretest-posttest design with two intact classes (a total of 99 students), which were assigned as control and intervention groups. Both groups were taught reading strategies. The intervention group conducted an extensive reading program for one academic year, whereas the control group was not, in this respect. The results indicated no statistically significant gain in the reading proficiency post-test scores of the intervention group compared with the control group. This revealed that there was no positive effect of the extensive reading on reading proficiency. Conversely, the results showed that extensive reading significantly changed the intervention group's perceptions on reading strategy use; that is, the intervention group improved their perceived strategy use more significantly than the control group.