This study explored how parents' perceptions of reading shape their efforts to promote a reading environment within Bangladesh's social and cultural context. Framed by Self-Determination Theory, this study investigated the effects of parental practices on the cultivation of intrinsic reading motivation among children. Using a qualitative approach, ten focus group discussions were conducted with 60 parents of government primary school students across five diverse geographical regions: Char, Haor, hilly, coastal, and plain lands. The study identified that Bangladeshi parents, irrespective of geographical variations, primarily view reading as an academic endeavor closely linked to schooling and educational achievement. They often consider non-academic reading materials, such as stories, to be distractions that could impede their children's academic performance. This perception frequently leads parents to impose limitations on their children's reading, purchasing, or borrowing of pleasure and non-academic books. These findings hold significant implications for policy and practice, underscoring the necessity of promoting reading habits that extend beyond academic objectives. Furthermore, the findings emphasize the importance of ensuring access to supplementary reading materials that foster an appreciation for reading and enhance overall reading pleasure.