The present study compared 20 English reading programs, selected based on how they were used in the Korean EFL context, to prepare for an effective implementation in the near future. These programs were analyzed according to four main factors: reading levels, activities, interactions, and feedback. In the case of reading levels, the majority of the programs used leveling systems not based on objective or subjective leveling methods. This resulted in inconsistent measurements which can cause confusion when learners select books to read. For activities, most were designed to understand the content, stressing receptive language skills. Thus, more emphasis needs to be put on activities to improve learners’ productive skills in order to balance receptive and productive skill enhancement. Concerning interactions, only learner-content interactions were widely utilized. Learner-teacher, as well as learner-learner, interactions were either very limited or almost non-existent. In line with interaction, the feedback analysis also revealed that learner-content feedback was dominant, while other types were severely lacking in the current programs. Implications of the findings were discussed in relation to online English reading education.