The focus of this study was the construct of undermining motivation, specifically for reading. Because motivation plays an important role in a student's academic performance, it is important for schools and teachers to be aware of the experiences of students experiencing undermining motivations. Research has not only shown that many actions spurred by undermining motivations can be detrimental to student academic achievement, but also that motivation is important to student learning. However, comparatively little of the research on motivation has been done at the high school level even though motivation, specifically a student's sense of autonomy, competence and belonging, can impact their classroom experiences; fewer still are the studies that directly feature student voices. This qualitative study solicited student voices to examine undermining motivations for reading in public high school students. The student participants completed an informational questionnaire, which asked students to select a pseudonym of their choice and to share their initial ideas about reading and undermining motivations. Subsequently we discussed their experiences. Finally, they crafted their own stories in the genre of their choice inspired by their brainstorming. We also reflected upon those stories. Data were coded and analyzed using MAXQDA software. Students shared their appraisals of structural demotivators, relational demotivators, and of self. The results were used to refine a model of undermining motivation which demonstrated the interactions of undermining motivations with student actions and perceptions. I also crafted a proposed definition of the construct undermining motivation: "The emotions, actions, and structures that influence or interfere with the instigation and sustainment of goal-directed activities." [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.]