Extant studies have demonstrated that college students generally perceive extensive reading positively, particularly those from English major. However, a little is known the perceptions and practices of non-English major college students after four months taking an extensive reading course. 86 colleges students with diverse disciplinary and cultural backgrounds participated in this study. They took extensive reading course as an elective subject in partial fulfilment for their bachelor's degree. They were asked to select a book based on their interest and recorded what they read, when, and amount of time spent for reading the book during four months. After implementing extensive reading for four months, the participants were asked to complete a questionnaire that looked at their choice of books, opinions and attitudes towards extensive reading, level of enjoyment, and their language learning growth based on their own judgement. We found that in terms of book selection, the participants selected books based on personal interests, cultural backgrounds, or academic requirements. The participants who viewed reading as a task or chore did not experience the same language acquisition benefits as those who viewed it as a pleasurable activity. The participants who found that reading was enjoyable, they were more likely to continue reading and spend more time engaged in the activity. This increased exposure to the language may lead to greater language acquisition. These findings are pivotal to further explain what works in conducting extensive reading for non-English major college students.