Self-concept is an important noncognitive predictor of learning success and academic achievement, but mechanisms behind these effects are mostly unknown (Marsh, 2006). We analyzed the influence of mathematical self-concept on university students' eye movements in reading mathematical PISA items in a mathematical and a problem-solving context. In a linear regression, higher self-concept was significantly associated with a longer total fixation time and a smaller number of fixations, saccades, and regressions (R[superscript 2] ranging from 0.09 to 0.13). No interaction effects with the context were found. We conclude that self-concept influences the process of solving mathematical word problems via reading irrespective of the context. This is one important step to further understand the mechanisms and importance of noncognitive predictors of educational success.