This study examined English Language Arts teachers' reading engagement and reading motivation and how these correlated with student achievement scores on the 2023 Georgia Milestones. The researcher used the Adult Motivation to Read Scale (Schutte & Malouff, 2007) to obtain teacher-provided data on questions pertaining to teachers' reading habits. Included in the survey were questions about reading engagement. The study also sought to discover how (if at all) reading motivation and engagement varied by (a) educational level, (b) grade level taught, (c) gender, (d) early childhood literacy experiences, and (e) years of experience. Using quantitative methods, the analyzed data showed no significance between teachers' reading motivation and engagement and their students' ELA and Lexile scores on the standardized test. Overall, the results revealed the participating teachers to be a motivated group, although slightly less engaged than motivated. The teachers also reported making time to read as a regular activity. The implications of this study point to a needed focus on the effective transference of knowledge rather than stopping at teachers being skillful readers themselves. More study is needed to investigate using larger sample sizes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]