The purpose of this mixed methods study was to determine relationships among teacher candidates' academic and recreational reading motivation. This study utilized a previously designed, reliable, and valid instrument called the Adult Reading Motivation Scale with permission from Schutte and Malouff (2007). The instrument included a pool of 50 items based on reading engagement theory. The four dimensions or subscales were (a) Reading as Part of Self; (b) Reading Efficacy; (c) Reading for Recognition; and (d) Reading to Do Well in Other Realms, along with the total scale called (e) Total Reading Motivation. The researcher utilized quantitative survey data and qualitative case study data from focus groups to examine relationships of 135 teacher candidates from June 2016 through May 2017. In the quantitative portion, 89% percent visualized while reading, 62% liked it when literature made them think, 24% thought compliments from reading were important, and 72% read to improve work or university performance. In the qualitative portion, parents, teachers, technology, school reading, and informed, inspirational teachers were significant. A better understanding of adult reading motivation may support teacher candidates as they learn content knowledge and influence the attitudes, beliefs and values of their own students towards reading. [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.]