It is not uncommon for children to leave school carrying strong negative feelings about reading and those who have never been to school may not show an interest in learning to read much later than their schooled peers. The interview in this chapter draws on the experience of one family with two children, one of whom initially attended school and came to unschooling with significant trauma, and the other has always been unschooled. Both are now able to read. The question that this chapter asks is, what do children really need to be able to learn to read? Drawing on the research from Harriet Patterson, Alan Thomas, and Peter Grey it looks at how learning to read in unschooled families happens and provides a framework for parents with a different approach to learning to read.