Children's desire to read plays a crucial role in becoming a skilled reader, however, less research has examined the experiences of multilingual children. The current study reviewed the peer-reviewed literature on motivation for and attitudes toward reading in multiple languages among children. The review was guided by the following research questions: (a) What are the characteristics of studies examining motivation and reading in multiple languages among children and youth? and (b) What are the main themes of key findings across research on motivation and reading in multiple languages among children and youth? The current review followed the PRISMA guidelines. Seventeen publications met our inclusion criteria. Many studies described how learners were constructing a multilingual reading identity and were motivated to read in ways that aligned with this identity. Studies revealed that children have distinct motivations for reading in each language. We present preliminary theoretical propositions and suggest future directions.