This study qualitatively analyzed reading experiences and patterns among 1st-year middle school students. A total of 99 1st-year students from middle schools in Seoul participated in this study. The results can be broadly categorized into three main findings: Firstly, 1st-year middle school readers allocated a higher proportion of their overall and leisure reading time to printed books compared to e-books. However, there was significant variability among the students, particularly in e-book reading. Second, readers’ life trajectories revealed eight distinct patterns, with over 80% of them ultimately experiencing a decline in reading habits. The reasons for this decline included time constraints due to the onset of formal learning, engagement in leisure activities such as gaming and watching videos via smartphones, negative peer perceptions, and compulsory reading experiences. Third, analysis of 1st-year middle school readers’ reading preferences and motivations identified three categories: positive motivations, gray areas, and negative motivations. Within the gray area category, the study discovered the potential for readers to transition into avid readers once they become immersed in a book.