This study investigated mobile technology self-efficacy and reading anxiety in English reading comprehension among public secondary school students in Ibadan, Nigeria. The study adopted the survey design. The participants were senior secondary two students from six public senior secondary schools in Ibadan, Nigeria. These were purposively selected from six Local Government Areas out of the eleven existing Local Government Areas in Ibadan. The study utilised three instruments: The English Reading Comprehension Attainment Test (r=0.76), the Mobile Technology Self-efficacy Questionnaire (r=0.82), and the Reading Anxiety Questionnaire (0.72). The findings showed a high level of mobile phone self-efficacy, with a weighted average of 3.28, against the threshold of 2.50, indicating students’ ability to leverage mobile technology for instructional objectives. However, students exhibited low reading anxiety (2.46 ) at the threshold of 2.50. The study recommended the need for teachers to tailor treatments to combat reading anxiety, while also improving the effective incorporation of mobile technologies in education.