This study investigated second language (L2) learners' use of reading strategies through extensive reading in a Korean English as a Foreign Language (EFL) university context. Extensive reading was implemented as part of class activities over an eight-week period in an EFL class. Seven students from the class volunteered to participate in the study. Data were collected from semi-structured interviews, pre- and post-survey questionnaires, and the teacher's reflection notes to identify the types of reading strategies used to engage with texts during extensive reading, and to examine any changes in students' use of reading strategies as a result of extensive reading. The results showed that the students engaged with the texts that they were reading by using various reading strategies. The changes in their use of reading strategies varied depending on extensive reading experience. The rationale behind the selection of diverse reading strategies for extensive reading is discussed.