This study examined the causal relationship and gender difference among extrinsic motivation, reading attitudes, learning strategies,students’perception of instructional strategies and Korean achievement of 3rd year male and female middle school students using the Korea Educational Longitudinal Study 2005(KELS 2005) data. The major findings of this study are as follows. First, according to structural equation modeling (SEM) analysis, extrinsic motivation, reading attitudes, learning strategies,and students’perception of instructional strategies affect on reading achievement. Second, according to latent means analysis (LMA), female students showed higher latent mean values on all variables. Last, according to the multiple group structural analysis, none of the constraints for the structural model was statistically significant meaning each of the paths to be equal across gender.