Reading depends on the integration of both cognitive and motivational factors, yet reading motivation has received little attention in the research literature. The purpose of the present study was to evaluate the psychometric properties of the Baylor Revision of the Motivation to Read Survey (B-MRS; Watkins & Browning, 2015) with a sample of 731 students in Grades 6-8. The results of exploratory and confirmatory factor analyses supported the oblique two-factor structure of the B-MRS, which was invariant across gender, and regression analyses indicated that gender and grade were not significant predictors of reading motivation. These results add to the growing body of literature providing preliminary support for the B-MRS.