It can be difficult for school psychologists to become involved in research within their day-to-day role. This article details real world research undertaken in a single high school to identify and address mechanisms which were contributing to boys' literacy underachievement. In an attempt to promote reading engagement and motivation amongst high school boys, an affective reading intervention was delivered to Year 8 pupils in a single sex comprehensive school. The lack of desired outcomes prompted a systemic enquiry into boys' views and perceptions of reading in this context. Reported here are findings from focus group interviews with staff and pupils which suggest that factors that facilitated or inhibited boys' reading were the result of complex interactions between socio-cultural influences, peer pressures, gender perceptions and literacy preferences. A motivational model is proposed as a useful framework for helping schools explore how school-based literacy practices might facilitate reading development. (Contains 1 table, 1 figure, 2 boxes, and 2 notes.)