Aims: The purpose of this study is to investigate the correlation between teaching styles and students' reading comprehension in both the control and experimental groups. Place and Duration of Study: The study was conducted in 2023-2024 among 80 Trento National High School Grade 7 pupils, divided into a control and experimental group. Methodology: In this study, respondents were identified by purposive sampling. The researcher created a questionnaire to collect the pretest and posttest data. To examine the raw data collected from respondents, this study used the mean, standard deviation, and t-test. They utilized a t-test to see if the experimental group's students' scores were significantly different from the control group's before and after the intervention. Results: The results show that the teacher's teaching techniques have a considerable impact on students' reading comprehension, which in turn effects their academic success. Furthermore, the results showed that both the control and experimental groups improved their posttest scores compared to their pretest scores. However, the t-test's high score shows that there is enough evidence to reject the null hypothesis. Furthermore, the data show that teachers' teaching approaches have a direct impact on students' reading comprehension in terms of achieving high academic performance Conclusion: Based on the results of this study, the researcher came to the conclusion that the use of teaching styles and reading comprehension had a significant and positive effect on the students' level of understanding. Moreover, students' attitudes towards the subject, whether weak, positive, or relational, influenced their reading comprehension. They assume that a positive attitude will aid students in achieving higher grades. Moreover, those who achieve better academic grades tend to display a positive attitude.