Much debate centers on motivating student in reading achievement. Should students feel motivated from within (intrinsic motivation), or is it better to have extrinsic motivation whereby external stimuli are used to help learners achieve optimally in reading? This paper aims to analyze the two points of view about motivating students in reading achievement. The paper first discusses intrinsic motivation in reading, citing individualized reading instruction as a model. It then discusses the testing and measurement movement as a strong element in extrinsic motivation in reading achievement. It outlines what might be some problems in state mandated testing and lists 10 external forces in a state to improve what is perceived to be deficient on the local school level. The paper then focuses on intrinsic motivation and reading instruction, citing 10 methods of motivation the teacher can follow. It states that the teacher plays a key role in the classroom with extrinsic motivation in teaching reading, and outlines 10 techniques the teacher may use to raise the bar in reading achievement. The paper concludes that most reading teachers will use a combination of intrinsic and extrinsic devices to motivate student reading achievement. It notes that teachers should experiment with both and decide which approach works best. (NKA)