Reading comprehension is a crucial skill that affects academic achievement; nevertheless, numerous learners in Lesotho face challenges due to adverse attitudes, insufficient motivation, and poor instructional assistance. This research explores the influence of learners' attitudes on reading comprehension performance, employing the Simple View of Reading (SVR) theory as a theoretical framework. A qualitative research methodology was utilised, employing open-ended questionnaires to collect data from 50 Grade 11 learners in five secondary schools in Lesotho. Thematic analysis highlighted that fear of failure, disengagement, and lack of confidence were substantial impediments to comprehension performance, whereas intrinsic motivation and favourable reading attitudes enhanced performance. Numerous learners linked reading comprehension to examination stress rather than ability enhancement, resulting in rote reading practices. The findings underscore the necessity for educational reforms, focussing on interactive reading instruction, vocabulary enhancement, and measures for boosting confidence. Schools ought to cultivate a reading culture by integrating stimulating resources, facilitating guided reading sessions, and employing learner-centred pedagogical approaches. Moreover, teacher preparation ought to emphasise motivation-driven comprehension tactics to assist difficult readers. Resolving these challenges is essential for augmenting reading engagement and comprehension results, hence raising academic achievement and lifetime literacy abilities.