Educators agree that the teaching of reading is of critical importance in elementary classrooms. Debates swirl as researchers and educators alike attempt to determine the most effective instructional practices in developing student engagement and achievement. One side aligns itself with explicit instruction of discrete literacy skills, the other with a whole language, student-centered approach. Through practitioner-based research within her own classroom, the author examined how two different instructional approaches influenced 19 second-grade students' attitudes and engagement in reading. Surveys, interviews, and observations assessed self-concept as a reader, perceived value of reading, attitudes about reading, and time spent actively engaged in literacy activities. An interdependent relationship was identified between instructional practice, student engagement, and interest in reading. Practices that support student choice, collaboration, and shared control of learning outcomes were linked to self-expressed interest in reading and engaged reading behaviors. The results suggest ways in which teachers can organize reading instruction to develop self-efficacy, competence, and engagement in young students. (Contains 4 figures.)