A considerable amount of research has provided evidence on the critical role of reading motivation in students’ reading competence development and the positive effects of certain pedagogical practices on students’ reading motivation. However, existing studies showed that the teaching of reading in reading classes in Indonesia still only focused on the mechanical aspects of reading, without acknowledging the importance of reading motivation. It indicates that teacher may have their own cognition regarding students’ reading motivation.  Teacher cognition is believed as the determiner of teachers’ decisions actions. Unfortunately, this aspect has received scant attention. Thus, the present study aims to investigate the teachers’ cognition about reading motivation. To achieve the objective, a multiple case study was employed to explore the cognitions of 6 English teachers. The data was collected by utilizing semi-structured interviews. Guided by the theories on teacher cognition and reading motivation, the thematic analysis of the semi-structured interview data revealed four main themes related to the teachers’ cognitions about reading motivation. These themes were organized in terms of the definition of reading motivation, the importance of reading motivation, the malleability of reading instruction and the teachers’ roles in students’ reading motivation development.