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 at identifying those elements that, according to the protagonists, would affect a significant improvement in motivation for reading academic texts at the university. The mixed method consisted of two phases. In the first phase, a large sample (n = 1205) of highly motivated students for academic reading whose motivation had experienced a positive change (n = 10) was identified. These cases were subject to in-depth interviews and an analysis of these interviews is reported in this article. The results show dynamics linked to the challenge, the accessing into the university logic (unschooling) and the students' academic/professional projections as causes of improving the motivation for academic reading. Theses processes are related to the early years of formation and favored by academics who promoted dynamic academic training. Finally, the implications for university education are discussed.