This qualitative case study through Retrospective Miscue Analysis (RMA) investigated the reading process of three Chinese-Mandarin-speaking college English learners (ELs) of varied English language proficiency. In the conversations that occurred during the oral reading of selected texts, the researcher explored students' perceptions about reading and use of reading strategies in two languages. This study contributes to understanding the reading processes of Chinese ELs as it demonstrates RMA as a powerful tool for ELs. Regardless of their language proficiency, the participants deepened their understanding of reading through RMA. In addition, the participants' reading conception and language proficiency influenced their strategy use. Moreover, through RMA not just the struggling readers but also the proficient reader took more ownership of their reading, read with purpose, acted strategically, and valued their reading. This study provides educational implications for bilingual teachers and English language teachers.