This study reviews the effect of comprehension and perceived text difficulty in promoting reading enjoyment and interest to read more among novice learners practicing extensive and pleasure reading. Sixty-seven college students in their first semester of Spanish were asked to read a children-like story picture book in Spanish and were then given both a comprehension test and a brief perception questionnaire about how much they had enjoyed the story, how difficult they thought the reading had been, and whether they had interest to read more. Descriptive and inferential statistical analyses show that (1) students' perception on the level of difficulty of a text align with their actual comprehension of the story, (2) the level of reading enjoyment is strongly related to how much the students understood and how difficult the text was perceived to be, and (3) reading enjoyment and interest to read more are highly correlated when novice learners find the text easy. Pedagogical implications are discussed.