This exploratory study considers the relationship between hobbies and hobby-related reading to evaluate a common instructional assumption about using hobbies as a basis for recommending reading. Hobby choices, types of bobby-related reading, and family influences were examined through an 11 item questionnaire administered to 33 parent/child pairs. Patterns emerged supporting: (1) the potential for recommending authentic, non-traditional hobby-related reading materials in home and instructional settings and (2) the potential for tapping the positive influence that parents who engage in leisure-time reading can exert on their children.