Introduction Motivation is defined as reasons that inspires behavior and is characterized by eagerness and decisiveness (Guay et al., 2010, p.711). Inherent motivation is exhibited by personal gratification, interest, or contentment, while extrinsic motivation is governed by corroborated contingencies. Motivation comprises of an assortment of closely related values, interest, beliefs, and conducts. Individual motivation varies across subject areas and increases with age. Motivation among the young children envisages motivation in their later life, and the strength of this relationship solidifies with age (Guay et al., 2010, p.712). Traditionally, educationalists believe intrinsic motivation to be more desirable and always lead to better learning results than the extrinsic motivation (Guay et al., 2010, p.712). In a broad-spectrum, children tend to go into school with high levels of inherent motivation, though this level tend to decline as they progress through school. Research studies states that motivation can be manipulated through certain teaching practices, although these studies also reveal both positive and negative effects of the same (Eisenberg, 2010, p. 681; Schunk & Zimmerman, 2007, p. 7). In this modern world it has become an up hill task to motivate and encourage students to study. Many experts have highlighted the difficulty experienced in motivating students in the classroom setting. Some students have low capacity when it comes to the power and intuitiveness of decoding both written and spoken words in whichever subject they undertake. This has led to a decrease in the level of motivation among this population of students (Eisenberg, 2010, p. 683; Guay et al., 2010, p.714). This study aims at exploring different ways of promoting the initiation of the motivation process at the earliest age possible. This may involve motivating students as early as during kindergarten. This is a wondering inquiry research that entails teachers carrying out the task in a specified contextual setting. Context setting in this case refers to a particular school within a particular state and within a particular country. Many researches have deduced that for any successful reading culture to occur there must be motivation at the earliest time possible (Dana & Yendol-Hoppey, 2009, p. 54). There are numerous approaches that can be employed in motivation of youngsters to develop a reading culture. Appreciation of self and realization of the value reading holds goes a long way in motivating young people to develop a positive reading culture. In addition, motivation stems from the daily occurrences such as the time spent talking about books, choice and incentives, all of which bring about motivation among the concerned young people (Gambrell & Marinak, 2009, p. 3; Guay et al., 2010, p.712). This is the reason that has led the researcher to lay more emphasis on this study. As a result, the study has developed a wondering question: How can teachers use audio books with text to effectively engage and motivate struggling students to read? Rationale for choosing the Wondering Question The choice of the wondering question originates from the researcher’s passion to improve or expe