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In the field of education, the self-concept has been associated with study success and with motivation, and has also recently become of significant interest in second or foreign language (L2) learning. In this talk, I will report on a mixed-methods, longitudinal study of the L2 reading self-concepts of international students taking a nine-month business pre-masters pathway programme. I will present a framework for the description of L2 reading self-concept development which shows how academic self-perceptions can be linked to personal histories, motivational processes and the situational context. Using this framework, I will describe the ways in which students?€? reading self-concepts changed, were distinguished qualitatively by differing competence perceptions, and were associated with study success. I hope that the findings will provide insights into how students in international education situations experience learning to read and reading to learn simultaneously. A better understanding of these processes should enable educators to support students more effectively. Dr Carolyn Walker is Academic Director at INTO, ºÚÁϲ»´òìÈ. Carolyn completed the EdD in TESOL at the Graduate School of Education in 2013.