To alleviate the problem of non-engaged readers in first grade classrooms, a program was developed to motivate and support children's love of reading. The targeted population consisted of three first grade classrooms located in three diverse communities in northern Illinois and southern Wisconsin. The problem was documented through data revealing the level of reading engagement in the classroom, motivation of students to use reading materials, and amount of parental involvement. Analysis of probable cause data revealed that students did not choose reading as a preferred activity. Faculty members reported that students chose activities in the classroom that were not reading-related and they did not show confidence as readers. Parent surveys reported that all children did not have access to public library facilities. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting resulted in the selection of three major categories of intervention: improved classroom libraries; development of motivational reading activities to be used at home; and facilitation of reading partnerships between students and parents. Post-intervention data indicated a marked increase in student attitudes toward reading, including: choosing reading during free time; reading many books; and listening attentively during reading time. (Contains 5 tables of data, 3 figures, and 19 references; various sample forms (parent surveys, student surveys, and information and activities samples) are appended.) (Author/CR)