Research demonstrates that intrinsic motivation "drives students' amount of reading" and that students who read for pleasure, to explore topics they care about, and for interest "read a lot and achieve greatly" (Guthrie 2). As teachers incline their pedagogy to student interests, ownership, self- efficacy, social interaction, and mastery, they provide motivational support that facilitates reading growth (McRae and Guthrie). Students' interests offer natural entries into reading, boosting relevance, capitalizing on intrinsic motivation, and drawing on prior knowledge to aid comprehension (Cantey et al.). When students are interested in a subject, they better relate to information and feel motivated to master skills required to learn. Consequently, teachers should focus on selecting "work that is meaningful and helps students to be self- motivated" to maximize students' interests and help them work through their reading struggles (Tankersley 15). In this article, Dawan Coombs describes a reading intervention course designed around students' interests and identities in sports and reading.