This research explores the experiences of learners in utilizing reading logs for extensive reading, with the aim of enhancing their effectiveness. It employs a narrative inquiry design to delve into individual experiences, challenges, and coping mechanisms associated with the use of reading logs. Findings reveal dual learner perspectives: while most described the reading log as enjoyable and motivating, contributing to skill development and fostering a deeper connection with texts, one learner perceived it as a stressful requirement. Positive impacts included improved reading speed, comprehension, writing skills, vocabulary, and a heightened interest in reading. However, challenges such as time management, reading comprehension difficulties, and limited access to books were also evident. Learners addressed these issues through peer collaboration, technological support, and teacher guidance. The findings can inform the design of strategic programs aimed at enhancing the use of reading logs to improve learners’ reading skills. This research also highlights the potential for schools to implement interventions that align reading logs with both academic and personal growth, ultimately promoting lifelong reading habits.