This study sought to explore reading motivational practices implemented in local, primary (kindergarten-second) classrooms. The purpose for this study was to fill an existing gap in the literature pertaining to reading motivation in the early grades. The recent adoption of the Alabama College and Career Readiness Standards requires even our youngest students to engage with more complex texts across a variety of genres. In order to build stamina with such texts, reading motivation must be considered in classroom instructional practices. This study initiated with a survey of all local primary teachers, followed by interviews and observations with local Teacher-of-the-Year nominees. Data was coded and themed in order to present classroom instructional findings as they pertain to motivating students to read. Reading motivation is directly linked to student academic achievement and has been shown to decrease beginning as early as the second grade. Therefore, this study on reading motivation was both timely and necessary.