This research study reviewed the current literature regarding best practices in reading instruction, affective components of reading, and the characteristics of middle school age learners. The study described the affective perceptions held by a specific sample of non-proficient readers toward reading. Forty-five male, eighth-grade non-proficient readers completed the Reynolds Adolescent Adjustment Screening Inventory (RAASI). Student adjustment ranges were obtained in the areas of Positive Self, Antisocial Behavior, Anger Control, Emotional Disturbance, and Total Adjustment. Students' standardized scores on the RAASI suggested that a significant number of scores fell within the caution range, mild clinical maladjustment range, moderate clinical maladjustment range, and severe clinical maladjustment range. Follow-up interviews were conducted with ten of the participants. Student responses were analyzed and discussed. The study concluded that for this particular sample, a strong sense of nervousness to read aloud existed. Students discussed frustration with their reading, and their fears of being ridiculed by peers. The participants indicated that they felt their current reading levels were insufficient for success in the real world. A lack of understanding regarding the purpose of remedial reading instruction was evident in student responses. Students equated their ability to read with success in the students' future lives. However, students did not indicate that they felt the ability to read well was necessary for success in school.