The aim of the current study is to find out the possibility of transfer of affective domains of reading specifically reading habits and attitudes from L1 to EFL and the role of learners' proficiency level on these reading habits and attitudes. The study was designed as a descriptive research. The participants were 273 university-level students who enrolled in English classes in a state university in Turkey. 136 of them were at beginner level (A1) and 137 of them were at elementary (A2) level according to the proficiency level based on CEFR. Attitudes Towards Reading Habits Scale, English Reading Habits Scale and reading parts of English Comprehension Level Test were used to collect data. The results of the study have revealed that there is not any significant and meaningful relation between beginner (A1) level learners' L1 reading attitudes and EFL reading habits (r=0.016 and p>0.01). However, the relation between elementary (A2) level learners' L1 reading attitudes and EFL reading habits is positive and significant (r=0.208 and p<0.01). L1 reading attitudes can predict the 10% of the EFL reading habits in a positive and significant manner (R= 0.306, R[superscript 2]= 0.10, F = 2,233, p<0.05). In terms of learners' reading proficiency level, the results of the study have showed that for elementary (A2) level learners, the relation between EFL reading habits and their reading proficiency is positive and significant (r=395 and p<0.01). Their reading proficiency level can predict the 15% of the EFL reading habits in a positive and significant manner (R= 0.395, R[superscript 2]= 0.15, F = 24.921, p<0.01).