The purpose of this study was to explore ninth through twelfth grade students' perceptions of how the program has impacted their literacy practices in and out of school. This study explored students' perceptions of AR through a mixed-method approach. The first form of data collection was a twenty-question reading survey. The second form of data was collected qualitatively through focus group discussions and individual interviews. The results of the study show that the level of implementation of AR does affect overall reading interests of students, attitudes toward reading, and reading practices.