A study is conducted assessing the reading proficiency needs of the nine hundred ninety-five first year university students of the College Arts and Sciences of the Lyceum of the Philippines University, Manila, Philippines — Academic Year 2014–2015. It is anchored to McClelland’s Theory of Needs or Achievement Motivation Theory, which declares that the need for achievement is the need to outshine, to achieve with respect to certain norms and to take efforts to excel. It is also attached to the model for determining needs by Roger Kaufman which focuses on the outcomes (or ends) that result from an organization’s products, processes, or inputs (the means to the ends). Its major objective is to find a reliable basis to propose an electronic reading program intervention to be incorporated to the English 11-A (Study and Thinking Skills) program of the University. To attain its objectives, the respondents took a reading diagnostic test with reading comprehension, vocabulary, identification of main idea, and critical thinking skills as components. It also aimed to: (1) find out the respondents’ areas of reading difficulty, (2) know their level of reading proficiency in each specific skill, and (3) identify the kind of intervention to be proposed. The results of the study show vocabulary as the weakest area while reading comprehension is the strongest. It also reveals the respondents’ low level of reading proficiency.