The purposes on this study were to investigate family reading environment, class reading environment, and reading attitude of students in elementary schools, and to explore the differences among students' family reading environment, class reading environment and reading attitude under different background variables. This study used questionnaires, refer to the relevant literature, the use of self family reading environment, classroom reading environment and reading attitude scale as a research tool, measuring by the family reading environment, classroom reading environment, reading attitude variables were measured, and the Yunlin County elementary of middle grade and high-grade students for the study, 452 valid questionnaires, the statistical method of analysis, the study found: I. Roughly, elementary school students have good family reading environment, and class reading environment and reading attitudes. II. Elementary school students of different genders and family structure show significant differences in family reading environment. Elementary school students of different grades show no significant differences in family reading environment. III. Elementary school students of different genders and grades show obvious differences in class reading environment. IV. Elementary school students of different genders show significant differences in reading attitudes. Elementary school students of different grades and family structure show no significant differences in reading attitudes. V. Family reading environment of elementary school students in reading support, family members reading environment and family reading habits and classroom reading environment -reading reading curricular activities and peer interaction have a positive impact on reading attitude. Based on the results and conclusion from this study, the suggestions concerning many aspects like schools, teachers, parents, and future study are put forward.