The aim of this study was to investigate the relationships among second language reading attitudes, reading self-efficacy, and reading ability, as well as gender differences across the variables among adolescents in a setting that does not foster English as second language (ESL). Two hundred sixteen-year olds completed a translated version of the BJP Middle/Secondary Reading Attitude Survey and an English reading-comprehension measure. Overall, L2 reading ability was found to be somewhat mediocre, L2 reading self-efficacy was low, and attitudes were not positive. While there was no significant gender difference in self-efficacy, girls showed somewhat more promising attitudes, and comprehended significantly better. The study supports the expectancy value model of reading and previous findings of positive correlations among the three variables. Having established that both L2 reading attitude and efficacy have significant roles in reading improvement in a non-supportive ESL setting, some challenges and pedagogical suggestions were identified, including addressing automaticity and capitalizing on authentic online intercultural exchanges. (Contains 1 figure and 6 tables.)