This study investigated the learners’ learning environment and reading performance in one of the schools in a medium-sized Schools Division in the Negros Island Region, Philippines, during School Year 2025–2026. To assess the relationship between the learners’ learning environment and their reading performance, this study utilized a descriptive research design involving 312 elementary learners randomly selected from a total population of 637 learners across Grades 4, 5, and 6. The study utilized a researcher-made questionnaire consisting of two parts: the first part comprised the demographic profile of the respondents, and the second part contained a 32-item checklist evaluating the level of the learning environment. A third part assessed the reading performance of the learners using the school's standard reading tool, the Phil-IRI. Various statistical tools were employed to analyze the results, including frequency counts and percentages, mean and standard deviation, the Mann-Whitney U test, the Kruskal-Wallis H test, and ANOVA. This study sought to determine the profile of the learners in terms of different variables, assess the level of the learners’ learning environment, and investigate how these factors relate to the reading performance of the learners. Findings revealed that the study involved a majority of female learners in Grade 5 from families with higher monthly incomes and higher parental educational attainment, and their overall reading performance was classified as “Independent.” A significant difference was found regarding family income, as learners from lower-income families tended to have lower reading scores compared to those from higher-income families. This strongly implies the influence of economic status on reading performance. There was also a significant relationship between the level of the learning environment and the reading performance of the learners. This underscores the importance of promoting a safe, supportive, and learner-centered learning environment, which plays a vital role in enhancing learners’ reading performance.