This research attempted to determine whether students’ attitudes towards reading are linked to reading achievement, and whether the presence of reading role models within the classroom can help increase positive attitudes towards reading. Forty-three 2nd graders attending an urban elementary school participated in the six week intervention. Attitudes towards reading were assessed prior to introduction of the role models and were assessed following the final role model. One role model came to visit the classroom each week, following a standardized protocol involving an introduction, a short talk by the role model, student questions and a reading. The research hypothesized that by inviting student-selected, positive role models into the classroom to talk about literacy, students would have a more positive attitude towards reading.