This study investigates L2 reading speed of developing readers. While L2 reading speed has been a topic of research, almost all studies to date investigate L2 adult learners and do not take into consideration samples of middle school students in the earlier stages of L2 development. Using data from a sample of 124 German eighth-graders, who range in their L2 reading proficiency from beginner to intermediate, we examined the patterns of reading speed, text comprehension, and reading efficiency in the students' L2 English and L1 German. Utilizing the Common European Framework of References for Languages (CEFR) to estimate students' proficiency levels (A1 to B2), we found that students with intermediate proficiency read faster and more accurately than students with beginner L2 proficiency. However, all students in the sample, on average, read with similar efficiency, the ratio of speed and comprehension. In addition, controlling for L2 proficiency, students who read faster in the L1 are more likely to read faster in the L2, on average, although the relationship of reading speed between the two languages is stronger when students read more slowly. The implications for teaching, curriculum development, and assessment are discussed.