This study investigates the predictors of reading proficiency among 15-year-old Romanian students using data from the PISA 2018 assessment. For many years, a significant proportion of students have not met the basic proficiency level in reading, as measured by PISA. Previous research indicates that family background is the strongest predictor of academic achievement among Romanian students; however, there is a lack of evidence regarding the contribution of specific teaching practices. Using multiple linear regression analysis, this study shows that when controlling for the social, economic, and cultural status of students, teacher-directed instruction negatively impacts reading proficiency. Furthermore, learning in a positive disciplinary climate, students' enjoyment of reading, and parental support also contribute to reading proficiency. The results underscore the need for more policies and interventions tailored to support students with low social, economic, and cultural status. Additionally, the study highlights the need for increased support for teachers to improve their practice by balancing direct instruction with more constructivist approaches. [The volume number (20) on the PDF is incorrect. The correct volume is 25.]