The aim of this study is to examine the correlation between reading culture and the mathematical literacy self-efficacy among pre-service teachers and assesses these variables in relation to several factors. Utilizing convenience sampling, the research sample consists of 562 pre-service teachers studying in mathematics and primary school teaching programs in seven different universities. Data was gathered using the Reading Culture and Mathematical Literacy Self-Efficacy Scales, along with a personal information form. Both descriptive and inferential statistical methods were employed to analyze the data. Results revealed a significant but low-level correlation between reading culture, its sub-dimensions, and mathematical literacy self-efficacy levels among pre-service teachers. Notably, pre-service teachers engaging with scientific books demonstrated higher mathematical literacy self-efficacy than those preferring literary books. In addition, pre-service teachers' scores of mathematical literacy self-efficacy and reading culture are not independent of the department they study in. Reading culture, gender, and department were significant predictors of mathematical literacy. [This paper was published in the "International Journal of Progressive Education" v20 n4 p1-30 2024.]