The purpose of this study is to investigate Korean reading learners’ attitude and motivation with respect to their level of achievement and to investigate any correlation between their achievement and attitude, between their achievement and motivation, and between their attitude and motivation. To find out Korean learners’ reading attitude, a questionnaire was designed to ask about their reading motivationintegrative vs. instrumental motivation-as well as to ask about their attitude toward Korean learning, culture and people. The result of reading achievement was classified into three levels: high, middle and low. The finding is that the learners in the high level shows more positive and active attitude than those in the middle and low levels. Even though there is no clear difference, there seems to be some correlation between learners’ achievement and attitude. With respect to the learners’ motivation, the learners in the higher level shows higher motivation than those in the lower level, yet learners’ achievement is rarely correlated with their motivation. Accordingly, it is learners’ attitude that has a great effect on Korean reading learning. It is, in turn, learner’s motivation that has a great effect on their attitude toward Korean reading learning.