This study aims to explore how Alternate Universe narratives (AU narratives) potentially influence the reading habits of English as a Foreign Language (EFL) students and to understand students’ perceptions of the role of AU narratives in their language learning experiences. The research employs a qualitative method with a case study design. Data was collected through semi-structured interviews, observations, and follow-up interviews, involving four active students from the English Education Department at a prominent Islamic university in Aceh as participants. The findings reveal several factors that influence students' engagement with AU narratives. These include emotional connections to relatable content, the accessibility of digital formats that facilitate regular reading, and the integration of AU narratives into their daily lives. Additionally, the study highlights the role of AU narratives in promoting language and literacy growth through informal English exposure, as well as the significance of genre preferences and cognitive engagement in story selection. Moreover, participants perceive AU narratives as valuable tools for enhancing reading motivation and fostering a deeper understanding of language. The narratives not only serve as a source of entertainment but also contribute to personal growth and critical thinking skills. In conclusion, this research underscores the importance of integrating AU narratives into formal educational practices to support language learning and literacy development among EFL students, thereby bridging the gap between personal interests and academic objectives. The study provides insights into how informal reading practices can enrich the educational experience by connecting personal interests with language learning and potentially cultivate lifelong reading habits.