A study examined the relationship between reading interest and achievement of male disabled readers. Subjects, 30 males aged 8 to 12 years and identified as disabled readers, were selected from a metropolitan school district in central Oklahoma. Subjects completed a reading interest questionnaire and a standardized reading test. The five subjects identified as having the lowest measures in reading interest and reading achievement were chosen for qualitative analysis which included classroom observation in the regular classroom and in the reading disability lab. Observations occurred over a 5-week period. Classroom observations indicated that: (1) while relatively little time was spent reading, all of the subjects indicated that reading was an important factor in all of life; (2) talking was observed, yet subjects commented that they did not want to share books orally to their classmates; (3) little movement to the bookshelf was apparent, yet reading was deemed important; (4) subjects were inattentive to books and reading material; (5) all subjects said that the one thing they could do better in reading was to read; and (6) a relationship between reading interest and reading achievement was indicated. Findings indicated that male disabled readers showed no significant relationship between reading interest and achievement when performing pencil and paper tasks to measure such a relationship. (Three tables of data and the questions used in the exit interview are included; 24 references, a list of the categories for interactive analysis, and the exit interview schedule are attached.) (RS)