The current study investigated the impact of manipulating reading strategy, reading the questions first (QF) or the passage first (PF), during a reading comprehension test, and we explored how reading strategy was related to student characteristics. Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (reading achievement and working memory capacity) and grade level (third-, fifth-, and eighth grade). There were several interesting findings from our study: (1) there was a limited effect of strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and (2) there were several demonstrations of PF leading to more efficient test-taking processes: (a) longer average total reading times on words in the passage in the PF condition which could be associated with creating a better mental model of the text, (b) PF was often associated with less total-task time, and (c) PF was associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed. [This paper was published in "Journal of School Psychology."]