Extensive reading (ER) has become a vital part in the development of teaching methodologies as well as the learning process. A variety of studies have proven the benefits of ER but the questions remain as to whether secondary English teachers can work as ER models and how successfully they can implement ER in their classes. This paper aims to uncover the voices of secondary English teachers’ about extensive reading. The participants consisted of 28 secondary English teachers from different schools in Vietnam. The data were collected from an online survey questionnaire and interviews. The results show that secondary English teachers are aware of the significance of ER but they face certain difficulties implementing extensive reading for themselves and for their students. The findings conclude with discussion and pedagogical implications for teaching and learning to read in English.