In this study, we aim to address this gap by investigating how various individual learner characteristics such as grade level, gender, and immigration status affected upper-elementary school MLs' reading motivation in English. To achieve the goal, we adopted a three-factor reading motivation model that includes three interrelated constructs (instrumental, integrative, and social motivation) based on factors which have been found to motivate individuals to learn a second or additional language. The sample for this survey research included 132 MLs in fourth-to-sixth grades from six schools in a Midwestern state. Findings indicate that while social motivation, which is prominent in the general reading motivation literature, is pertinent to MLs' reading motivation, other constructs such as integrative motivation and instrumental motivation should be given attention. In fact, instrumental motivation was the construct which seemed to motivate MLs the most out of the constructs included in the survey.