Problem-solving skills remain a global concern. The mediating role of mathematics content competencies on the relationship between reading comprehension and perceived mathematical problem-solving skills was examined. Predictive research design, stratified random sampling, survey approach, mediation analysis were applied. The data from 300 Grade 7 students revealed that the interest variable does not mediate the predictor-criterion correlation, partially supporting the Dual Coding Theory. Future research may explore additional mediating variables to account 28.6% variance in the strength of the mediation. School leaders may strengthen reading comprehension alongside mathematics instruction among students.