This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of book preferences based on library records were reported. Findings revealed students were motivated to choose books peers recommended. ELLs' preferred to read graphic novels and fiction books, but had negative feelings toward reading programs, despite the increased amount of reading the programs encouraged. The ripple effect of increased reading would be growth in both language and reading abilities.