This study explored a relationship between internet access and literacy using quantitative data regarding students' reading performance. Data used in this study included reading scores provided by the Program for International Student Assessment (PISA) and the internet access data made available by the Organization for Economic Co-operation and Development (OECD). The reading scores dataset of selected OECD countries for the study was categorized into three groups based on internet access levels: very high, high, and moderate. One-way ANOVA was used to interpret and report any statistical significance of the dataset. The result indicated a positive relationship between high internet access levels and students' reading performance. This study implies that the constant provision of robust internet access could help eliminate the literacy gap in education worldwide, improving students' reading performance.