Macao, a special administrative region of China, participated in PISA 2009 reading literacy study. Through the use of the responses in the parent questionnaire and 15-year-old students’ responses to the test booklets, the present study seeks to examine the effects of parental engagement and home support variables on reading literacy performance. We use Structural Equation Modeling (SEM) and Hierarchical Linear Modeling (HLM) to analyze the interrelationships amongst parental engagement and home support of child’s reading literacy, provision of reading resources for child’s use at home, and reading literacy performance. We discover that the direct independent effects of the parental engagement variables on reading literacy performance are negligible. However, there is a weak joint indirect effect essentially channeled through by an in-between process variable, i.e. provision of reading resources for child’s use at home. This finding takes into account the effects of Economic, Social and Cultural Status (ESCS) of the home and gender of student. In the light of these findings, it is recommended that Macao parents and teachers go hand in hand developing better home literacy environments for the betterment of adolescents’ reading literacy in Macao.