A study investigated how students felt about the "extra" reading activities and opportunities offered to them through an after-school recreational reading program. Ten fifth-grade students who were deemed most critically in need in terms of academic progress were observed in the after-school reading activities and were interviewed. Six themes emerged from the data analysis: (1) "the disadvantaged student" (moving from school to school and lack of opportunities to participate in activities unless provided by the school); (2) "rules and rewards"; (3) "meaningful reading" (where students spoke of their reading difficulties); (4) "boring reading"; (5) "adult influences" both positive and negative; and (6) "reading aloud." Results also indicated that the use of rewards to encourage students to both attend the program and to read apparently worked initially, and was still working for some students; and the students themselves questioned the value of the program in serving their particular reading needs and wishes. (Contains nine references. Appendixes present observation questions, interview questions, and the interview form.) (RS)