ABSTRACT Purpose This qualitative-dominant study focuses on five foreign/second language (L2) English learners in 10th grade (age 15) in Norway. The purpose is to provide insight into the processes underlying L2 English learning by looking at what escapist reading/gaming means for participants’ beliefs about their L2 English proficiency. Methodology Semi-structured interviews were conducted about learners’ engagement in reading/gaming in English outside of school, i.e. extramural English (EE). While other studies have explored EE reading/gaming, this study is innovative in that it contributes by additionally examining the role of escapism for L2 English learning. Escapism is the practice of temporarily escaping reality and everyday troubles. Purposive sampling was employed, and data were analyzed using inductive, reflexive thematic analysis. Findings and originality Three themes emerged: Relief: Students used escapism to temporarily escape stress, without losing their sense of reality. Personal changes: Students reported that escapism practices impacted their social skills and viewpoints positively. Language: Students perceived improvement in their English skills due to their escapism. L2 English was necessary to create distance from reality, and English reading/gaming material was associated with higher quality than material in other languages. These findings indicate that all participants experienced escapism similarly, as a positive outlet for stress. L2 English was necessary for escaping, which participants claimed to positively influence their English proficiency. Value The value of the present study lies in its attempt to shed new light on L2 English learning, by aiming to fill the research gap about the relationship between escapism and L2 English learning.