Nathanson, Pruslow, and Levitt (2008) found a high prevalence of aliteracy among inservice and preservice teachers. They determined that although teachers acknowledged the importance of personal reading, few invested the time to read for fun. They further noted that preservice teachers were motivated by literacy activities that had intrinsic value rather than a graded assignment. In this article, we describe how teacher education faculty are encouraging reading for fun by integrating literacy activities that have intrinsic value to preservice teachers. We provide suggestions for teacher education faculty who want to motivate preservice teachers to read for fun.