Extensive Reading has been growing in popularity in the last years especially with the increased interest of a wide range of research in exploring the nature, principles and benefits of this ‘less travelled’ approach. In the Algerian context, it seems that many university students lack extensive reading; they do not actually read much, neither in nor out of the classroom and if they read their reading is geared towards the fulfilment of a given task. Consequently, many of them are not competent readers, they cannot read fluently on their own and they score low in reading examinations. What is actually needed is an approach that helps students not only improve their reading but also develop their vocabulary and language knowledge (grammar usage, spelling, writing…). A relevant approach seems to be extensive reading as it focuses both on language and reading skills, i.e., students read extensively and learn from reading. It is therefore, hypothesised that introducing extensive reading in the reading classroom and giving it an important share in the English curriculum may solve students’ problems in learning EFL in general and reading in particular. An extensive reading programme was launched for a period of one semester during which EFL university students were expected to read different titles in and out of the classroom with the teacher taking part in the programme. A triangulation of data collection instruments was used in this experiment (reading tests, questionnaire, think-aloud protocol and interview) to crosscheck and validate the results. The impressive outcomes of the programme were apparent in students’ improvement at different levels as they brought evidence about the success and efficiency of extensive reading in EFL teaching/learning.