This study examines the predictive relationship between reading comprehension and learning interest on students’ scholastic performance in science using a descriptive correlation design. Reading comprehension assessments along with Science Interest survey questionnaire, were administered to 622 respondents. The respondents were chosen using random sampling method. Quarterly assessments were used as the basis for the scholastic performance. Pearson correlation and multiple regression analysis were used to validate the data collected. A strong positive correlation between reading comprehension and science performance (r = 0.837) proved that reading comprehension influences scholastic performance. On the other hand, learning interest generated a weak and statistically insignificant relationship (r = 0.122) which reveals that learning interest alone cannot be used as a predictor for scholastic success. Due to the said findings, the development of reading intervention programs that emphasize critical analysis and evaluation is recommended. However, schools must still foster a positive learning environment for the learners.