Given the importance of academic reading in university education and that one of the main factors related to this type of task are motivational aspects, this study aimed to identify those elements that would affect a significant improvement in motivation for reading academic at the university, identifying the elements, which the protagonists explain their increased motivation for reading academic texts through a mixed method design of two phases. In the first phase, they were identified from a large sample (n = 1205) highly motivated students for academic reading and motivational had experienced a positive change (n = 10). These cases were subject to in-depth interviews and analysis of these interviews is reported in this article. The results show as causes of improving the motivation for academic reading dynamics linked to the challenge, the accessing into the university logic (unschooling) and projections academic/professional students. Theses processes are related to the early years of formation and favored by academics they promoted dynamic academic training. Finally, the implications are discussed for university education.