The purpose of this action research project was to study the impact reading instruction that included motivational elements had on the reading achievement and reading motivation of early elementary students. Added motivational elements included modifying instruction to meet students’ preferences and interests and allowing for choice and collaboration within learning experiences. Struggling first grade readers were the target of this quantitative research, which used a fluency word reading probe and reading motivational survey to gather data. The data of a control and treatment group were compared using a four-way factorial means test to analyze the impact the modified reading intervention had on students’ reading skills and motivation growth. The outcomes of this study can inform teachers and interventionists wanting to understand their students as a whole reader and adjust their instruction accordingly. The research on reading motivation and its impact on young struggling readers provides educators with another avenue to explore in their quest to successfully grow the reading skills and beliefs of their students.