Extensive reading (ER) has been found to have an assortment of positive effects on various aspects of second/foreign language learning. However, few studies have investigated its impacts on learners of Chinese as a Foreign Language (CFL), especially early beginning learners. To address this gap, this study reports an intervention of extensive reading using teacher-developed short stories within a regular first-semester CFL curriculum at an American university. Students' perceptions regarding its effects were examined, and qualitative data were collected after two months of implementation. The findings revealed positive effects on students' reading attitudes, consolidation of previously learned vocabulary, incidental vocabulary acquisition, reading speed, and comprehension. The reading strategies employed by the beginning CFL learners were also described. The research findings suggest that extensive reading should be regularly incorporated into CFL classrooms.