Reading is an important skill for language learners especially in the context of academia. Studies have shown that reading extensively has a profound impact on vocabulary knowledge (Hu & Nation, 2000; Liu & Zhang, 2018), grammatical competence (Lee et al., 1996) and writing skills (Krashen, 2004). Given the importance of reading in English in academic life, university students are expected to be willing to read in English. Now that university students’ attitudes towards reading will affect their choices in individual activities (Senemoğlu, 2004), it will be useful to determine these attitudes and to investigate their relationship with variables that might potentially affect them. In this respect, the purpose of this study is to investigate university level English preparatory class students’ attitudes towards reading in English with respect to some variables (gender, school shift and faculties). The study data have been collected via a Personal Information Form and the Attitudes towards Reading in English Scale developed by the researcher. The Cronbach Alpha reliability coefficient for the questionnaire has been calculated to be 0,95. The actual data of the study have been collected from 306 university level English preparatory class students via the 33-item, one-dimensional Attitudes towards Reading in English Scale. As well as descriptive analysis methods such as means and standard deviations, t tests and analyses of variance have been utilized in data analysis using SPSS package program. The findings of the study revealed that university level English preparatory class students’ attitudes towards reading in English do not differ with relation to their genders, school shifts or the faculties they are going to attend. In other words, whether students are female or male, day-shift or evening-shift, and that they are going to attend different faculties does not seem to have an effect on their attitudes towards reading in English.