This paper aims to identify problems in the teaching of tertiary extensive reading in China, and to recommend solutions to these problems. The author explores three major impediments to the teaching of extensive reading: a misconception about extensive reading, unsuitable reading material, and poor reading habits. Based on her years of teaching experience and extensive reading of literature works, she presents a new perspective and puts forward recommemtations ]'or removing these problems, including an adjustment to teaching goals, a change in reading material selection and an appropriate reading model. Meanwhile, the author recommends classroom-teaching practices that will benefit both teachers and students.