The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were collected through Second Language Ambiguity Tolerance Scale (SLTAS) and Foreign Language Reading Anxiety Scale (FLRAS). Independent t Tests, Pearson Correlation and multiple regression tests were employed to analyze the data. The results indicated that participants in this research generally have low level of second language ambiguity tolerance and their reading anxiety levels are mostly raised by nature of the text and personal factors. In addition, the research revealed that second language ambiguity tolerance, gender and success in reading in a foreign language are significant and strong predictors of foreign language reading anxiety. Some recommendations were made based on the results of the study. Some recommendations were made in accordance with the findings of the research.