The present study reports reading strategies of Arabic L1 EFL college-level learners at three reading ability levels: high, medium, and low. Thirty students were asked to take the reading section of the TOFEL to determine their reading abilities. Then two participants from each level were selected randomly to go through the think-aloud protocol and the retrospective report. Then they were interviewed for further insights. Ten reading strategies were identified with the high ability, 10 with the medium ability, and 2 with the low power. The findings support that each reading ability employs these strategies differently and apparently for different purposes. Pedagogical suggestions were presented.