This study employed a triangulated mixed method to investigate reading motivation of Chinese middle school students in Taiwan. A total of 247 seventh grade students (122 boys and 125 girls) participated voluntarily by completing the Chinese Motivation for Research Questionnaire (CMRQ). Sixteen of the 247 students were purposely selected to participate in the semistructured interviews and classroom observations over the course of the month. A multiple linear regress, a zero-order correlation statistical analysis, and content analyses showed high-achieving students placed greater value on grades and social recognition than low-achieving students. Motivation was enhanced by utilizing materials associated with interests. (Contains 4 tables.)