Reading comprehension and fluency issues are the most significant challenges facing adult, developmental reading students in community colleges. While a great deal of focus has been on improving developmental reading instruction, there is a lack of attention, and research, on how to best improve students' actual reading. Self-selected reading practices are methods which allow adult, developmental learners to practice the skills they learn in class, while improving their motivation and confidence to read. Self-selected reading practices have been used extensively within the K-12 educational system for decades. Self-selected reading allows for increased attention to the practice of reading within a supportive and educational setting. The need for increased reading practice within developmental reading courses is evident. This article presents a proposal and justification for the implementation of self-selected reading practices within adult, developmental reading programs.