Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an 'educational for equality' perspective, the findings suggest a critical need to re-evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an 'education for life' perspective, the findings indicate a continuing need for community-based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school.