This paper reports on the inclusion of extensive reading in three separate 12-week courses taught by different teachers on an EAP programme at a New Zealand university. The inclusion of extensive reading was experimental and sought answers to two questions: would students respond positively to the extensive reading component, and how could extensive reading be included? On each iteration of the extensive reading component a different approach was taken. On the first occasion, the reading was a stand-alone part of the teaching programme but on the second and third occasions the reading was integrated into the programme. In each of the three classes the students responded positively to the inclusion of extensive reading. The integration of the reading reflected teacher and learner differences, and supported the belief that the way in which extensive reading is included in a programme should be determined by the specific language learning environment.