The study sought to determine the extent to which the different backgrounds of pre-university students assisted them to develop efficiency in reading Nigerian literature. Two equal sets of a total of four hundred students were used for the investigation — those exposed to the influence of folklore prior to their pre— university studies and those not so disposed. The students responded to two sets of questionnaire instruments. The first represents a 27 item instrument which derives from some generally perceived artefacts (issues, ideas and facts) associated with the content of Nigerian folklore in which the students were expected to indicate what constituted their actual level of awareness and understanding regarding each of the statements along a Likert—type scale. The second constitutes a batch of 20 items on Multiple Comprehension Tests (MCT) about some aspects of ‘General Literature’ in which the students were also required to provide appropriate answers for each of the issues raised. Data analysis involved the use of percentages and t—Test statistics. The study demonstrated a paucity of strong positive self— ratings regarding student awareness and acquisition of knowledge in terms of the foregoing artefacts. Surprisingly, the study revealed that students from rural and illiterate homes where the associated environments are expected to be generally conducive to a mastery of folklore, largely registered lower scores in reading and comprehension than their counterparts from urban and literate homes. This latter cadre of students also demonstrated generally a more positive perception regarding the said artefacts when compared to  their former colleagues. Thus, this study has emerged with the View that the students from literate and urban homes capitalized on what might be traceable to a strong “academically-conducive home environment” to acquire higher measures of attainment not only in reading and comprehension but also to demonstrate an enhanced positive perception with reference to aspects of the content of “Nigerian Literature.