The purpose of this study was to investigate how undergraduate Latino English learner (EL) students were motivated to read using technology by their teachers throughout their education. To examine this, they were interviewed, asked to perform a task that involved reading online, required to make a Glogster (an online interactive poster) about their reading, and were videotaped in the process. They were subsequently asked if they found the activity motivating, and if their teachers had used Glogsters, video, or other technology-based reading incentives in the past. Moreover, they were invited to provide suggestions for teachers. Research suggests that technology both motivates and accelerates learning for EL students, and this study sought to understand what role technology played in the learning experiences of these students.