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This study aimed to investigate the levels of English reading comprehension and mathematical literacy, as well as to examine the relationship between these two competencies, among 56 students who were enrolled in the English Program at Thanyaburi School, Pathumthani Province, during the 2025 academic year. English reading comprehension was assessed using the TOEFL Junior Reading section, while mathematical literacy was measured with a researcher-developed test that demonstrated strong content and construct validity as well as high reliability (Cronbach's α= 0.763-0.842; EPA reliability = 0.868-0.920). Results showed that the mean English reading comprehension score was 233.30 (S.D. = 30.97), and the mean mathematical literacy score was 18.32 (S.D. = 5.72). Pearson correlation analysis revealed a very strong, positive, and statistically significant relationship between English reading comprehension and mathematical literacy (r = 0.897, p < .001). Simple linear regression indicated that English reading comprehension significantly predicted mathematical literacy (F = 221.926, p < .001), accounting for 80.4% of the variance (R2 = 0.804). These findings highlight the critical role of English reading skills in enhancing mathematical literacy in English-medium instruction and suggest integrating targeted reading strategies into mathematics teaching while fostering collaboration between language and mathematics educators.