This study examined 39 Taiwanese adult EFL learners' responses to reading children's literature in a non-major freshman English class. Exposed to authentic illustrated storybooks along with a variety of literacy practices, the students' end-of-the-semester feedback has shown that they generally enjoyed the books and felt they had made progress in their English language competence, especially in terms of confidence and motivation. The findings also revealed that the diverse activities offered the students a more meaningful learning experience. The study concluded that for beginning or struggling readers, children's literature should be utilized more often by EFL teachers as alternative reading material.