The authors illustrate the compatibility of building K-2 readers' foundational skills and their motivation for completing reading and related tasks within reading interventions. First, the authors introduce the orthographic mapping process, which requires foundational reading skills because of its role in facilitating fluent reading. Research demonstrating the relation between motivation and achievement is synthesized next to convey the need to maximize students' motivation for intervention tasks. Finally, the authors offer five general design principles to support motivation. They underscore the importance of educators relying on these principles in combination with their deep knowledge of each student to offer intervention experiences that nurture motivation. An example of a foundational skills activity supportive of the orthographic mapping process and adapted to exemplify the motivation principle of focus accompanies each principle.