The benefits of extensive reading (ER) are well known, yet integrating ER into curricula has been problematic. One factor is the adherence to the principle that students should freely choose what to read, which complicates connecting out-of-class reading with in-class content. Class readers, however, can more easily tie in book content with classroom activities, thereby allowing students to discuss their shared knowledge in a way that might foster motivation for reading and add legitimacy to ER as part of the curriculum. To investigate this further, in the current study, 137 undergraduate Japanese students of English were assigned six class readers and then freely chose six more graded readers. Using a mixed methods approach, student perceptions were collected, coded, and analysed. Contrary to expectations, many learners indicated a preference for class readers for numerous reasons. These findings suggest that class readers should not be discounted in ER programs.