The research entitled The Correlation between Students Learning Difficulties and Ability to Understand Reading Structure of Fiction and Nonfiction Books at grade VII SMP Negeri 1 Kalibagor aims to identify and describe the correlation between learning difficulties and the ability to understand the reading structure of fiction and non-fiction books experienced by seventh-grade students of SMP Negeri 1 Kalibagor. This study combines quantitative and qualitative methodologies in a descriptive manner (mixed methods). Indonesian language teachers and students in grades E, F, and G served as the research participants in this study. This study was carried out at SMP Negeri 1 Kalibagor during the odd semester of the 2022 academic year. Primary and secondary data are the two types used in this study. Observations and conversations with teachers and students in grades VII E, F, and G provide the primary data. The result of learning to read the structure of fiction and non-fiction books for grade VII E, F, and G students of SMP Negeri 1 Kalibagor are found in the secondary data. Triangulation (mixed) approaches, including observation, interviews, and documentation, were used as the data collection methods in this study. The Miles and Huberman technique was employed in this study's data analysis. According to the findings of this study and the results of practicing comprehending the reading structure of fiction and non-fiction books, the ability to comprehend the reading structure of fiction and non-fiction books at SMP Negeri 1 Kalibagor is in the sufficient category. There are several causes of students' learning challenges. Internal causes include (1) illness, (2) a lack of motivation to learn, (3) a lack of interest in the subject matter, (4) a failure to pay attention when learning, (5) and fatigue. Learning difficulties are a result of some external factors, including (1) a lack of parental interest in education; (2) a lack of parental interest in children; (3) a lack of discipline on the part of parents in managing their children's study time; (4) the zoning system; (5) the full implementation of day school; (6) less learning time; and (7) teachers who use very few different teaching strategies.