When investigating motivation, including motivation to read, motivation should be conceptualized as a multidimensional construct which considers the individual's purposes for engaging in the activities under investigation (Deci & Ryan, 2002). Motivation for activities that are undertaken because they are enjoyable in and of themselves or because the individual values them is termed "self-determined" motivation, as it is viewed as coming from within the individual instead of being driven by an outside individual or edict (Ryan & Deci, 2009). Self-determined motivation is viewed as optimal for supporting positive outcomes regarding the desired behavior or action (De Naeghel et al., 2012). Previous research indicates a positive relationship between intrinsic motivation and reading comprehension, as well as a negative association between extrinsic motivation and the same reading outcome (Wang & Guthrie, 2004). The current study sought to explore relationships between middle grades students' and teachers' perceptions of the extent to which language arts classroom practices meet students' needs and support their intrinsic motivation to read.