In this study we evaluated the performance of the Elementary Reading Attitude Survey (ERAS) in a sample of 189 students in Grades 3 and 6 who attended a middle-tier private school in Karachi, Pakistan, where the medium of instruction was English (L2) and the majority language was Urdu (L1). We took a holistic approach and employed several statistical techniques to obtain a consensus about items that did not perform well in the sample and thus need more probing regarding their application in the local context. Our main finding is that ERAS can be used, albeit with more attention to the specific Pakistani educational setting, to measure reading attitudes of Pakistani students in grades comparable to elementary school in the U.S. Implications are discussed.