Although many studies state the benefits of extensive reading (ER) for language learning, this practice is not common in language classrooms. Because few studies have investigated the status of ER in second language classrooms, this study looks at past and current ER practice among Japanese students of English as a foreign language (EFL) and their motivation toward it. The researcher conducted a questionnaire survey using a mixed-methods design with 141 university students in Japan. Quantitative analysis showed that participants had little past or current practice of ER, but many more participants felt like reading more English books than those who did not. Qualitative analysis indicated that their reasons for reading or not reading more English books fell into three attitudinal categories: negative (reasons for not reading), positive (reasons for reading), and ambivalent. Eight distinct negative reasons and six positive reasons were identified. Ambivalent reasons were not grouped, because each one was complex and unique. These results imply that the participants' motivation was not fixed or stable and that it was difficult for them to maintain positive motivation. Using students' responses to the survey, this study examines the educational implications for promoting English ER to help EFL teachers confront its unpopularity.