I believe that true learning occurs when a child truly enjoys learning, and that enjoying reading has a huge impact on this love of learning. That said, I designed a research study to answer the question what contributes to the differences between children who love and hate reading, specifically what characteristics are observed in a child who loves reading as opposed to a child who does not. Early childhood is a time of curiosity and investigation; young children are so enthralled with the newness of all that’s around them, including reading. By grade 3, however, students are expected to be reading at grade level and able to read to learn rather than only learning to read. At this point, the novelty wears off and students who aren’t reading at grade level begin to lose confidence. What motivates students at all reading levels to continue picking up books and reading them not only for assignments, but also for pleasure? In students in grades 3-6, I looked into what correlations lay between home literacy environment, motivation, comprehension ability, and interest and enjoyment in reading. To answer my question, I surveyed children ages 7-12 and their parents on their reading habits and interests. A number of students and parents surveyed agreed to work with me further, where I was able to assess their comprehension skills when reading a new, narrative passage and interview students of different reading abilities on what made reading either a pleasant or unpleasant activity. The results of this research in (my future career) will contribute to my ability as a teacher to create a learning environment that encourages a love of reading and learning in all students.