An increasing number of students are enrolling in colleges underprepared for the demands of college-level coursework. There is a need for innovative approaches for developmental reading instruction to improve long-term academic and career success. The purpose of this study was to investigate adult developmental reading students' attitudes regarding reading after having participated in a mandatory Silent Sustained Reading (SSR) program as part of their introductory college reading course. Findings from this study suggest that while most students enjoyed SSR as part of class, there was no evidence that SSR positively, nor negatively, affected students' attitudes toward reading for pleasure.