Hauptman (2000) proposed a modern view about the easy/difficult nature of second language (L2) reading, proposing five factors: background knowledge, signaling, language, discourse, and length. Little research, however, has explored the hypotheses empirically. To fill this gap, this qualitative case study investigates: 1) What are the factors determining the nature of difficult/ease of L2 English reading across different text genres? 2) What is the participant's perception about the L2 English reading experience? and 3) To what extent do the findings show divergence from the modern view? The participant is an undergraduate Chinese student at a US university. Data were collected through a reading session (three texts in different genres but a same topic), interview, and artifacts. Data analysis involved coding, memos, and member checks. The major findings reveal that Hauptman's (2000) factors were mostly observed, but vocabulary seemed the most primary factor, confirmed by the participant. Also, the participant's attention and reading habits may influence how signaling works. Moreover, length, as a minor role, may have some psychological effects for accessing to materials. Last, genres could potentially intrigue emotions (e.g., anxiety), causing reading difficulties, as reflected by the participant. The study concludes with implications in research directions and pedagogical practices.