<![CDATA[Low and uneven reading engagement remains a persistent educational concern despite the availability of school libraries and literacy programs. This study analyzes students’ reading interest at the SMP Negeri 3 Pacet Library through reading frequency, reading duration, and the number of reading materials, while considering motivational and environmental influences. The analysis draws on the Reading Interest Framework, Self-Determination Theory, and the school library as a literacy environment. An interpretive qualitative single-case study employed purposive sampling, participant observation, in-depth interviews, documentation, and literature review, with data analyzed through pattern matching and explanation building. The findings show substantial variation in students’ reading practices, shaped by intrinsic motivation, reading preferences, collection availability, academic demands, teacher and family support, free time, and digital-media use. The study concludes that stronger voluntary reading requires relevant collections, sustained literacy routines, supportive social environments, and constructive integration of digital resources within school-library practices, and responsive library services overall.]]>
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