This study aimed to examine the reading difficulties experienced by lower secondary school students in depth. For this purpose, a study lasting twelve weeks was conducted. The study was carried out on four students having reading difficulties in a lower secondary school in the central district of Aksaray province. The observation method, a qualitative research method, was used for data collection. The students’ reading in their Turkish language lessons was observed for ten weeks. As a result of the observations, the reading levels of the students with reading difficulties, the behaviors exhibited during reading, reading errors, and the reaction of their classmates to their reading were determined and it was examined whether there was a change in the reading levels of the students with reading difficulties at the end of the process. The observations indicated that the reading limits of the students with reading difficulties within the scope of the observations target were at the dimention of anxiety dimensions; they engaged with some desirable and undesirable behaviors during reading; and they made reading errors such as skipping, adding, repeating, misreading, spelling mistakes, not paying attention to punctuation marks, and finger tracking; their classmates exhibited various behaviors during their acts of reading due to their difficulty in reading and that reading activities included in Turkish language classes were insufficient for improving reading skills of the students with reading difficulties.