The support and engagement teachers foster in their classrooms likely impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students' perception of support and engagement at both the individual and classroom levels were associated with students' overall reading achievement. Perception data collected from 37 third- and fourth-grade classrooms (N = 578 students) indicated that student perceptions of individual and classroom engagement contributed significantly to students' reading achievement; however, both support assessed at the individual and classroom levels were non-significant factors. We also found that girls and those with higher perceptions of engagement were associated with higher reading scores; however, higher classroom engagement was associated with lower reading scores. We discuss both theoretical and practical implications.