This study aims to determine current practice, motivation and attitudes to reading in Irish in Irish immersion schools in Ireland with children in upper primary school (9-11 yrs.) as well as to ascertain how teachers can be supported to reflect on their approach to the teaching and learning of reading in Irish. Both a pragmatic and a transformative emancipatory paradigm were relevant to the research and best reflect the following research questions. What are the current pedagogies nationally for 9-11-year-old immersion pupils in Irish reading lessons as reported by teachers and principals? What skills and strategies do 9-11-year-old pupils use to read in Irish and does this relate to their motivation to read? How did the provision of current research, pupil assessments and new materials impact on teacher perceptions of their approach to the teaching and learning of reading in Irish? A sequential explanatory design (Creswell & Plano Clark, 2007) was employed, where quantitative data in phase one gave a general understanding and was explained further and in more detail by quantitative and qualitative data in phase two. In phase one, all immersion schools in Ireland were invited to respond to a survey to gather data in relation to research question 1. Phase two, in response to research questions 2 and 3, was a case study in two schools over seven months, involving six classes. It drew on data from questionnaires, assessments, interviews, discussions, observations and teacher records. This study investigates available research and highlights gaps in our knowledge on reading pedagogy in Irish, specifically on the skills and strategies that pupils in Irish immersion schools use or could be encouraged to use to read in Irish. It is hoped that this study can offer some empirical insight on classroom practice and outcomes.