As second language (L2) reading assessment and proficiency grow in importance globally, many questions remain about the multifaceted nature of L2 reading. This study examined the interconnected relationships of text type, test method, topic familiarity, and self-assessment, as they relate to L2 reading through correlation and regression analyses with Chinese English as a foreign language (EFL) students at a university in China, enrolled in English for Academic Purposes (EAP) courses. Although findings of this study indicate that topic familiarity did not hold its traditionally influential role in L2 reading with these learners, both test method and text type demonstrated statistically significant relationships with L2 reading performance, including a statistically significant interaction between text type and test method. Criterion-referenced self-assessment demonstrated statistically and practically significant associations between learners' self-ratings and L2 reading performance. However, when examined by test and text type, further complexities indicated these associations were tied specifically to narrative texts and multiple-choice test methods.