This study examines the impact of authentic versus modified text on L2 Turkish learners' reading comprehension. A total of 230 B1-level Turkish language learners were randomly divided into two groups: one reading a modified text (n = 115) and the other an authentic text (n = 115). Both groups completed a surface-level reading comprehension test. Additionally, volunteer participants provided written feedback on text difficulty, comprehensibility, and reception. Quantitative analysis showed no significant overall difference in test scores between the groups, though the modified text group performed better on two items directly linked to modified sections. Qualitative data revealed that while learners found the authentic text more linguistically challenging and difficult to understand, it fostered deeper, more interpretive engagement. These findings suggest that the selection between authentic and modified text is a pedagogical decision influenced by learning objectives: modified texts enhance local comprehension when accessibility is prioritized, whereas authentic texts promote deeper, interpretive engagement.