This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n = 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading comprehension, metacognitive reading awareness, and morphological awareness. A series of 10 sequential regression analyses were conducted to determine the unique reading variance accounted for by each of the 2 morphological awareness tests included in this study (i.e., the Test of Morphological Structure-Revised [TMS-R], the Verbal Suffix Knowledge Test-Revised [VSKT-R]). The result revealed that morphological awareness was a significant predictor of L2 reading comprehension when other variables were controlled. Of the 2 tests, the TMS-R--a measure that primarily tested derivational morphological knowledge--showed stronger predictability. This provides evidence that morphological awareness, especially derivational morphological knowledge, is an important variable to be considered in explaining L2 reading comprehension among older readers.