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This study examines the experienced reading motivation of children who read to a dog, and how reading to dogs can be used in special education for children with reading difficulties. The theoretical framework is inspired by motivational theory and the concepts controlled and autonomous motivation, behavior theory and motivation based on expectation. The method used is semi structured interviews. A total of eleven interviews with children who read to a dog and teachers who work with reading therapy dogs have been collected. Results are that all the children participating in this study have a positive experience of reading to a dog and they prefer reading to a dog to reading to an adult. A common theme from the interviews with the children was a peaceful feeling when reading to a dog. The children started to believe more in their ability to read, and they enjoyed reading to the dog. The participating children described the benefits of the dog as an active listener who did not interrupt or correct the children during reading. The children cuddled with the dog while reading and they described the benefits of being close to the dog as a motivational factor.  The discussion focuses on the role of the learning dog in the special education for children with reading difficulties and how special needs teachers and special education teachers can use reading therapy dogs.