The promotion of learning motivation is a central task of all school subjects. Literature education is expected to promote reading motivation in particular. To meet this expectation, different concepts in literature learning and teaching have been proposed. However, to date little empirical evidence exists of a direct and maybe causal relationship between reading motivation and teacher action. The TAMoLi study (Texts, Activities, and Motivations in Literature Education) uses a multi-level analysis to examine the connection between reading motivation of Swiss and German students at lower secondary level on the one hand, and the aims and actions of teachers in the literature classroom on the other (N