Reading motivation is linked to social, cognitive, and academic outcomes, as well as to gender differences in reading achievement. The aim of this study was to examine the relation of family reading environment with intrinsic and extrinsic motivation for reading and gender differences in that relation in early adolescence. Data were collected within the Summer School of Psychology of the Faculty of Humanities and Social Sciences in Zagreb in 2017. on a convenince sample of students from 4th to 7th grade (N = 811). Variables of the family reading environment (parents' education, attitudes toward reading, and reading habits, and the number of books in a household) explained a significant proportion of variance in reading motivation, with higher proportion explained for intrinsic compared to extrinsic motivation. The best predictor of both types of motivation were parents’attitudes toward reading. A higher number of books at home was associated with higher intrinsic and lower extrinsic motivation. Intrinsic motivation was also predicted by parents' reading habits. Parental education did not predict reading motivation. Relations between extrinsic motivation and family reading environment did not differ for boys and girls. In contrast, gender moderated relations of parents’attitudes toward reading and parental reading habits with intrinsic motivation, with boys' intrinsic reading motivation, in comparison to girls' reading motivation, being more strongly related to home literacy environent. The findings point to the importance of a positive, rich family reading environment for motivating children, especially boys, to read, at a time when peers are beginning to play an increasing role in choosing leisure activities.