The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors in the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social, and cultural status (ESCS) as a background variable was considered an effective predictor of student and school reading achievement. The students' meta-cognitive strategies were the most influential variables among their non-cognitive variables. Besides, most of the teacher-related noncognitive factors had significant relationships with reading achievement even after controlling all student-related and background variables. Teachers' instructional behaviors, such as adaptive instruction and teacher-directed instruction, are much more related to reading performance than other teacher behaviors. The results suggested that fostering soft skills is essential for both students and teachers.