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This qualitative study explored how four Korean graduate students and twenty five Korean undergraduate students perceived their English reading classes during their first year at college. At the time of the study, two of the graduate students were in their late 20s and the other two were in their late 30s. The participants had completed their undergraduate studies at different universities in Seoul. The 25 undergraduate college students were in their early 20s at a university in Seoul. Data were collected using a semi-structured interview format. During the interviews, students discussed the types of teaching techniques they encountered in their first year English reading classes as well as their attitudes towards and perceptions of those teaching methods. Data analysis revealed four emerging statements: 1) classes in which the students are of similar proficiency level often make use of skills-integrated textbooks; 2) both bottom-up model and interactive and/or top-down models are used in reading instruction; 3) reading strategy instruction is seldom explicitly taught in reading classes; and 4) students tend to develop positive attitudes as readers when teachers facilitate their learning by taking on the role of moderator and helper. Pedagogical implication and future research topics regarding the findings were addressed.
