In order to structure reading class activities that would motivate secondary school students, a questionnaire was developed and administered to students in two urban junior high school reading programs. The questionnaire elicited student opinions about the reading class activities they liked and disliked, their reading skills, the materials they preferred to read, and the kinds of help they thought they needed to become better readers. The results showed that students wanted to learn to read faster with comprehension, to read harder books, and to expand their vocabularies. They preferred to read short stories, workbooks, short books, and puzzles, and wanted more library materials in the classroom, including more game books, plays, poetry books, and newspapers. Their preferred reading class activities were reading, using nonprint media for reading, and developing vocabulary, while the least liked activities were writing, answering questions every time after reading, and listening to the teacher for long periods of time. (FL)