Extensive reading (ER) has been widely practiced in teaching English as a foreign or second language contexts. However, reports on how ER has been practiced in Chinese as a foreign or second language contexts are not commonly seen. This study reports how an ER program was established in a liberal arts college in the U.S.A, and how ER affected the L2 Chinese readers’ reading attitudes. The study also examined L2 Chinese learners’ perceptions of language abilities improved through ER, and their enjoyment of ER activities. Data were collected over thirteen weeks through pre-and post- reading attitude surveys, weekly ER activities, and the end of the semester reflections. The findings suggested ER significantly improved L2 Chinese readers’ confidence in reading Chinese and devotion to learning Chinese. ER was perceived to improve reading fluency, reading comprehension, vocabulary, grammar, character recognition, character recognition, writing, speaking, and listening skills. The study also revealed that students enjoyed ER activities because they solidified their comprehension and provided opportunities to interact with co-participants.