Despite growing attention to the use of extensive reading (ER) in ESL teaching, little focus has been placed on adult community learners and their instructors. This presentation reports on the findings of a small qualitative case study conducted at an adult ESL community outreach program linked to the TESOL MA practicum course. The study examines student teachers’ (STs’) (N=13) perceived experiences of using ER in instruction and community members’ (N=16) perceived usefulness of engaging in ER. Responses to selected questions in an end-of-the-program reflection and survey for STs and community members, respectively, were coded and analyzed for common topics. Most of the STs were able to integrate ER into instruction, but their perceptions of the experience were impacted by the learners’ responses to the reading. Most of the learners engaged in reading outside the class and they reported that ER helped them improve their English language abilities, specifically vocabulary.