The purpose of this multi-method study was to describe early childhood teachers' beliefs regarding what motivates and what presents barriers to reading for boys. This study used the two data collection strategies of an online survey and interviews. The research questions guiding this study were: (1) what do early childhood teachers believe boys need in order to be successful readers, (2) what do early childhood teachers believe motivates boys to read, (3) what do early childhood teachers believe are barriers to reading for boys, (4) what strategies do early childhood teachers use to engage boys in reading, (5) what are the implications for early childhood teaching practices and education? The findings of the study revealed early childhood teachers demonstrate an understanding of the factors motivating and creating barriers to reading for boys, as described by current literature, however they are not making changes to their practice with respect to what they understand. In addition, the findings revealed a need for providing early childhood teachers with the knowledge necessary to effectively engage boys as readers in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]