This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students' reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed. [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.]