Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text‐specific reading instruction. As research supports the connection between motivation and reading achievement, these mandates beg the question, Are children equally motivated to read fiction and nonfiction? This article presents fiction and nonfiction versions of the Motivation to Read Profile–Revised that can be used to assess student motivation for these two text types. Recommendations for using student responses to address classwide and individual reading motivation for fiction and nonfiction are also presented.