This study examines the effectiveness of incorporating online flash fiction as a pre-reading strategy to enhance reading comprehension and attitudes among college-level English as a Foreign Language (EFL) learners. Using a pretest-posttest control group design, 51 junior-level EFL students were randomly assigned to either an experimental group (n=26) or a control group (n=25). The experimental group engaged in a semester-long online listening comprehension course that was preceded by a structured viewing experience of online flash fiction on YouTube. Both groups completed the same listening comprehension course, but the control group did not engage with online flash fiction. A Reading Attitude Survey and a researcher-developed reading comprehension test were administered as pre-tests and post-tests. Independent samples t-tests and paired-samples t-tests were used to analyze the data. Findings revealed that the experimental group demonstrated significantly greater improvement in both reading comprehension and reading attitudes compared to the control group. The paper discusses these results in relation to existing literature, explores potential pedagogical implications, and suggests areas for further research.