The nature of learning to read in a second and foreign language (L2) can be more challenging when compared to learning other subjects. Therefore, the influence of instruction given in L2 classrooms cannot be underestimated. A balanced instruction needs to be taken in order to develop learners' reading proficiency and their motivation to read. This paper reports the findings of a cross-sectional survey which investigated what factors of L2 reading learners of Japanese found motivating and demotivating. It investigates whether or not students were familiar with strategies, whether or not they believed they would be fluent L2 Japanese readers, whether or not their perceptions toward L2 reading changed according to developmental stages, and so on. One of the noteworthy findings is that regardless of their levels, the respondents (132 university level learners of Japanese as a foreign language) sought language-learning opportunities from L2 reading rather than seeking engagement from the content of what they read. The findings also imply that whereas the intensive-reading-oriented instruction the respondents received may have been compatible with their initial language-learning oriented approach toward L2 reading, it seemed to have failed to show these learners an accessible path to master reading in their target language.