The current focus on measurable reading achievement in clearly defined areas, such as fluency and comprehension, has resulted in reduced attention toward motivation and affect in relation to literacy learning. However, motivation is a significant component within literacy instruction due to the link between motivation and action. It is important that researchers continue to investigate methods to help stimulate engagement and motivation in reading. This study examined children's motivation to read as preservice teachers in informal learning environments tutored them. Quantitative and qualitative data revealed an increase in motivation from the beginning of the tutoring program to the end. Further analyses utilizing two subscales of the primary instrument (used to measure motivation) revealed a significant increase in self-concept regarding reading, but no significant difference was noted on students' value of reading.