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Three experiments tested the hypothesis that different assigned purposes for reading led to changes in the interestingness and recall of text material. Readers in each of the experiments were asked to read a neutral story from one of three assigned perspectives. Experiment 1 found that the interestingness of text segments varied as a function of perspective. Perspective-relevant segments were rated as more interesting and recalled better. Experiment 2 replicated this effect controlling for ratings of interestingness for each segment. Experiment 3 replicated this finding even when a perspective was assigned after reading. We concluded that reading for a particular purpose enhances the interestingness of text information even when that information is not intrinsically interesting. Educational implications were discussed.