Revealing the effect of the learning-teaching process on reading literacy is essential as it can undergo intervention and as it is one of the essential elements of the curriculum development process. The purpose of this study is to investigate the differences between low and high-performing schools in Turkey concerning the teaching and learning process using PISA 2018 data set. The PISA 2018 reading literacy test and student questionnaire were used as data collection tools. Descriptive analysis and Binary Logistic Regression were performed. Regression analysis indicated that disciplined classes, transfer of knowledge, mental readiness, and limitation of mental effort positively affected students' reading skills. On the other hand, adequate support had adverse effects on students' reading skills.