As a subset of the large-scale research on several issues related to EFL reading comprehension and instruction, this study investigates the potential relationship among English as a Foreign Language (EFL) reading comprehension, silent reading rate, vocabulary knowledge (i.e., receptive and productive vocabulary knowledge), and reading motivation (i.e., intrinsic and extrinsic reading motivation), as well as the relative contribution of each of these factors to EFL reading comprehension. Data were collected through a reading comprehension and rate test, receptive and productive vocabulary tests, and a reading motivation questionnaire administered to university level EFL learners enrolled in a state university in Turkey. Findings indicated a positive, moderately significant correlation between receptive and controlled productive vocabulary knowledge (p < 0.05) and a weak but significantly positive correlation between silent reading rate and reading motivation (p < 0.05). Findings also showed that silent reading rate and intrinsic reading motivation significantly predicted EFL reading comprehension (p < 0.05). Implications for pedagogy and suggestions for future EFL reading research are discussed.