This dissertation investigates the efficacy of LitFit, an innovative reading workshop program, in enhancing the reading skills and habits of male high school students in a rural setting. The study addresses the critical issue of lower reading proficiency among male students, a demographic that has historically received limited attention in English Education. The research is guided by two central questions: (1) To what extent does the implementation of LitFit enhance reading fluency and stamina among male high school students? (2) How does the structure of LitFit, modeled after a fitness workout, impact male students' reading habits and identities? Data collection was conducted over 90 days of classroom implementation at Strabane High School, involving seven male students. Tools for data collection included Adolescent Motivation to Read Profile (AMRP) surveys administered at the beginning and end of the semester, weekly DIBELS Oral Reading Fluency (DORF) Tests, individual interviews, and analysis of reflective journals. Results indicate that LitFit positively influenced the development of participants' reading fluency, stamina, and habits. Six out of seven participants showed an increase in their self-concept as readers by the end of the semester. Interviews revealed that five participants expressed a desire to read beyond the maximum session goal of 20 minutes and a renewed interest in reading that had not been experienced since elementary school. These findings suggest that LitFit fosters a more engaged and sustained reading experience among male students, challenging the traditional notion of boys as 'non-readers.' The implications of these findings are threefold. First, integrating choice and ownership into reading activities allows students to expand their reading volume and capacity beyond classroom confines. Second, LitFit, when deployed weekly as a structured program, can significantly support the development of reading skills and habits in male students. Finally, educators should not only provide choice but also actively engage with students in the selection process, offering guidance and encouraging self-reflection. This approach, combined with a balance of extrinsic rewards and intrinsic motivators, can lead to a deeper, self-sustained interest in 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.]