In the last twenty years, a growing body of empirical research has re-established mantal imagery as an important part of current cognitive theory. This paper describes research attempting to determine the relationship between mental imagery, reading comprehension, and reading attitude. One hundred twenty-four Wisconsin eleventh and twelfth grade students were evaluated by a standardized reading comprehension survey, a reading attitude survey, and a questionnaire on mental emagery. Subjects' mental imagery appeared to be unrelated to reading comprehension, although a slight positive correlation between imagery scores and reading attitude scores was revealed. A positive correlation between subjects' comprehension scores and their reading attitude scores was evident, and a combined score of imagery and comprehension was significantly related to reading attitude. Further investigation of the effect of imagery on reading comprehension and attitude, measurement of imagery during reading, classification of imagery types among readers, and the possibility of developing strategies to increase imagery use during reading are encouraged. (KS)