The authors investigated the relation of foreign language attitudes and perceptions to reading and spelling skills for 278 English-speaking college students enrolled in 100- and 200- level foreign language classes, using the Foreign Language Attitudes and Perceptions Survey (R. Sparks & L. Ganschow, 1993b), the Test of Dyslexia-Rapid Assessment Profile (S. M. Bell, R. S. McCallum, & E. A. Cox, 2003), and the Woodcock-Johnson III Reading Fluency Test (K. McGrew & R. Woodcock, 2001). Spelling, silent reading fluency, orthography, and listening vocabulary correlated modestly but significantly with foreign language attitudes and perceptions; that is, students with weaker reading and spelling scores exhibited more negative attitudes and perceptions toward foreign-language learning (p less than 0.05). Mean difference analyses for high-, middle-, and low-risk groups (on the basis of spelling scores) revealed significant differences in attitudes (p less than 0.05); however, the authors noted no significant differences on the basis of the language being studied. In general, the results confirm that college students with weaker reading and spelling performance have more negative attitudes about foreign-language learning. The authors address the implications for instruction. (Contains 9 tables.)