The purpose of this study was to investigate the effect of picture-book reading experience on attitudes toward reading and images of the reader in junior college students. Ninety seven female junior college students of early childhood education major served as the subjects. At the beginning of an ordinary class, they were asked to complete a questionnaire to assess their attitudes toward reading and their images of the reader. After then, they were asked to select a favorite picture-book and read it aloud in front of the peer audience of the class. Over the successive 11 weekly sessions, the students mutually took the role of reader and audience according to a schedule in advance. At the end of the final session, the students were asked again to complete the same questionnaire as the beginning of the class. A comparison of pre-and post assessment revealed that the experience of picture-book reading in front of peer students and listening to the peer reading produced more friendly attitudes toward reading and that the students were likely to idealize the person who like reading, and that the images about the person who like reading changed as much more soft.