Teacher enthusiasm for reading has considerable influence on students' reading interest and reading ability. The purpose of this study was to better understand the relationship between reading ability and reading interest among adults who plan to become teachers. This study tested whether there is a relationship between reading ability as measured by the Nelson Denney Reading Test (NDRT) and interest in reading using the Mikulecky Behavioral Reading Attitude Measure (MBRAM) accounting for a series of demographic factors. California Baptist University (CBU) teacher pre-credential and credential candidates ( N = 103) participated. Scores from the NDRT, the MBRAM, and demographic data were compared. Linear regression was used to test the hypothesis that reading ability, as evidenced by scores on the NDRT, would predict reading enjoyment, as evidenced by scores on the MBRAM. The overall model was statistically significant, R² = .07, F(1,101) = 7.39,p = .008. As reading ability increased, enjoyment of reading also increased (B = .25, SE = .09, β = 26, p = .008). Results also revealed that those who reported a low level of reading enjoyment rated significantly lower on the NDRT compared to those who reported a high level of reading enjoyment (t₍₁₀₁₎ = -3.06,p = .003). A one way ANOVA was used to test for differences in reading enjoyment between high school, college, and graduate level readers. Results revealed that as grade level increased, enjoyment of reading also increased (F(2, 100) = 5.04, p < .01). There were few differences among the demographic factors and none demonstrated a significant correlation with interest in reading or ability to read. Recommendations for further study include qualitative interviews to determine additional relevant factors, research to determine variations in the relationship between reading ability and reading interest by grade level, and the age at which that relationship may begin to change. Additionally, studies similar to this one may need to consider other factors that may account for the results in this study. For example, while the relationship between reading enjoyment and reading ability was statistically significant, the relationship was not strong, limiting the practical significance of the study.