In this study of the Accelerated Reader (AR) program, qualitative and quantitative analyses of the relationship between the implementation of AR and student motivation and extent of reading are drawn from data collected in three schools in Scotland and England. These schools represent low (Scotland, n=53), middle (Scotland, n=40), and high (England, n=55) levels of implementation of AR. Observation, structured interviews with students and teachers, videotaped student focus groups, a student survey on self-reported reading, examination of AR artifacts, and administration of the Motivation for Reading Questionnaire are used to gather data. Major findings reveal that: motivational style interacts with gender in relation to the competitive and social aspects of the AR program; the level of program implementation does not correlate with extent of reading; and management aspects of the program are not effectively utilized. Results suggest that school library media specialists can take a leadership role in implementing the program effectively. (Contains 4 tables.)