The behaviorist theory encourages educators to use rewards as teaching strategies. Extrinsic rewards eventually reduce intrinsic motivation, cheapen value and love of learning, give the wrong messages, and create an escalating no-win game. Three significant principles of motivation particularly important in fostering internal motivation for independent reading are choice and control, interest/curiosity, and social interaction. Internal motivation becomes the driving force propelling students into the world of reading while the instruction provided by teachers is the admittance ticket into that world. Improving access to appropriate texts and providing reading opportunities enhances ownership of the reading activity by allowing self-selection of texts and fostering conversations about texts before, during, and after reading as a way to stimulate deeper understandings. This article describes two strategies to teach students to become more effective in choosing books for themselves: (1) Goldilocks; and (2) BOOKMATCH which stands for book length (B), ordinary language (O), organization (O), knowledge prior to book (K), manageable text (M), appeal to genre (A), topic appropriateness (T), connection (C), and high interest (H). In contrast to searching for colored dots on book binders, these strategies further students' sense of control. ["Bumps in the Road: Expecting More than Points on a Chart" was written with Lunetta Williams and Linda Tuschinski.]