Reading self-efficacy plays a key role in motivating students to engage in reading-to-learn activities as an active agent in the learning process. Given a continued interest in reading self-efficacy among educators and researchers for decades, surprisingly little systematic review of the research on reading self-efficacy has been conducted in the second or foreign language (SL/FL) context. In this article, a systematic review of 52 empirical studies on SL/FL reading self-efficacy was conducted to inform future research. Analysis shows a rich array of theoretical perspectives the reviewed studies drew on, and quantitative research methods were predominantly used. The foci of the reviewed studies include: 1) correlates of SL/FL reading self-efficacy; 2) impact of interventions on SL/FL reading self-efficacy; 3) contextual factors influencing SL/FL reading self-efficacy; and 4) measurement of SL/FL reading self-efficacy. Findings suggest that SL/FL reading self-efficacy instruments need to be multidimensional to reflect diverse types of task demands involved in the SL/FL reading processes, and that more studies with experimental and longitudinal designs are required to track trajectories of change in reading self-efficacy among SL/FL learners.