The purpose of this study is to explore how Korean university students develop their readership in integrated reading classes that address both conventional and critical reading instructions. The two researchers taught university students in Busan and Seoul, alternatively, to read texts in English critically. Fifty-nine students (thirty-two from the researcher A’s class and twenty-seven from the researcher B’s class) participated in the study. The proficiency level of each class was different; one class is much higher than the other. The teachers followed the same teaching procedure of decoding and comprehension, personalizing the reading contents, and critiquing and reflecting on the reading texts and the students were guided to comprehend the texts that they read, analyze reading texts critically, and discuss alternative perspectives of the reading in class. Students’ discussion notes and observation notes of five three-hour class sessions were collected. Data analysis revealed that an integrated approach in reading class was helpful for the students not only to develop their language sensitivity and awareness in critical stance and challenge dominant social assumptions and ideology, but also to develop reading strategies and emotional engagement. Pedagogical implications were discussed.