This study aimed to examine the effect of reading attitude and reading engagement on reading skills success and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data for this research was collected in the spring of 2021. The "Reading Success Scale," "Reading Engagement Scale," and "Reading Attitude Scale" were applied to 491 students from the Central Anatolia region in Turkey. The TAP and IBM SPSS 24 software were used to analyze data obtained from the scales used in the study, while the macro mediation test Process 3.5.3 developed by Hayes (2018) was used to measure the mediators in the study. A mediating role model was established in the study to evaluate the hypotheses. The study revealed that reading engagement affects reading comprehension significantly and positively; reading attitude does not have a significant effect on reading comprehension; reading engagement affects reading attitude significantly and positively; and that, in the absence of reading attitude, reading engagement has a positive and significant effect on reading success The study further revealed that engagement in reading accounts for approximately 21% of the variation in reading attitude. In conclusion, the study suggests further exploration of the roles played by different variables in mediating the relationship between reading engagement and reading comprehension success.