The purpose of this study is to identify teachers` beliefs in running an extensive reading program, for which, three research questions were investigated:(1)what are language teachers` beliefs regarding ER?; (2)how do teachers` beliefs influence their students` reading attitudes?; (3)what do teachers consider to be the most difficult aspect of ER? In the data collection procedure, questionnaire and in-depth interviews were employed. This study indicates that teachers` attitudes including the methodology and pedagogy can influence students` attitudes toward ER. Based on the findings, this study also calls attention to the fact that teachers` beliefs were challenged and changed in implementing ER in a reading class. Finally, this study identifies the underlying theme of teachers` pedagogical perspective, asserting that extensive reading can make an excellent complement to intensive reading in the current Korean college context. (Seoul National University of Science and Technology).