As dual-language children's books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies.