The current study aimed to identify stable and interpretable profiles of 18,338 Chinese secondary school students in eighth grade on the basis of three aspects of reading engagement: behavioral, emotional, and cognitive engagement. Furthermore, the relationship between reading comprehension and these reading engagement profiles was investigated. Latent profile analysis revealed six groupings of individuals representing different patterns of the three aspects of reading engagement. These consistent patterns were labeled Large Amount/Strong Engagement (LA/SE) and Small Amount/Weak Engagement (SA/WE), respectively (0.50-1.75 SD above/below the mean), while the mixed patterns were labeled Large Amount/Moderate Engagement (LA/ME), Large Amount/Weak Engagement (LA/WE), Small Amount/Moderate Engagement (SA/ME), and Small Amount/Strong Engagement (SA/SE). The results (derived from the statistical analyses of consistent patterns) revealed that to some extent, the reading engagement profiles were linearly associated with reading comprehension. On the other hand, the mixed patterns suggest that the reading engagement profiles could be differentially associated with reading comprehension. The findings support the utility of exploring multidimensional reading engagement profiles in planning instruction to improve Chinese secondary school students' reading skills. Implications for reading instruction and research are discussed.