The purpose of this study was to investigate high school educators' perspectives on obstacles and motivational factors to student pleasure reading. The study explains aspects of students' desires to read as a pleasure activity along with which aspects serve as obstacles to pleasure reading as perceived by English teachers and librarians. Through a narrative design, this study collected qualitative data by interviewing seven high school English teachers and five high school librarians regarding their experiences working with student readers. The data collected revealed themes as to what educators perceive to be the greatest obstacles to student pleasure reading and what factors served as the greatest intrinsic and extrinsic motivation to read for pleasure. This study's findings show teachers and librarians can motivate students to read for pleasure by creating a culture of reading in their schools. This, in turn, can be accomplished by understanding individual students' needs and interests. Additionally, the data mirrored findings from associated literature that indicate both internal and external factors serve as obstacles to student pleasure reading. The study's data revealed a variety of obstacles to student pleasure reading that appeared as prominent from the perspective of educators--ability belief, competence, attitude, emotional approach of the student, technology use, and past home and school experiences. This researcher contends that teachers and librarians play an influential role in the reading experiences of their students. The implications provided reveal that finding the right book for each student based on interest and reading level, along with providing time to read, are beneficial to encouraging student pleasure 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.]