Lower reading scores on standardized tests over the years are a great concern. Middle school students have negative reading attitudes due to less emphasis on reading. The problem addressed in this study was the relationship between middle school students' reading attitudes and their reading comprehension levels are not known and factors that may influence students' reading attitudes have not been identified. The purpose of this non-experimental quantitative correlational study was to investigate the relationship between the reading attitudes and reading comprehension levels of nine eighth grade students from a middle school in urban Ohio reading attitudes and their reading comprehension levels, which could help to identify factors that may influence students' reading attitudes. A purposive sample of nine ASTR and ELA scores from eighth grade students who took both the ASTR and ELA was generated. Findings indicated a weak positive relationship (p value = 0.367) that was not strong enough to be statistically significant existed between the two variables: reading attitudes and reading comprehension levels. The small sample size (n = 9) likely impacted the study's results. Overall, 77% of the participants had a positive reading attitude, while a corresponding 77% performed at a reading comprehension level below the Proficient level for the eighth grade using performance standards set by the Ohio Department of Education. Recommendations for future research include expansion of the geographical base with a larger sample, focus on factors that contribute to reading attitudes and reading comprehension levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]