The reading strategies are a sub branch of language learning strategies; consequently, this section started with the general concept of language learning strategies and moved on to the reading strategies which are the focus of the present study. This study aimed to investigate the two EFL reading comprehension ability groups' (High vs. Low) differences in their use of EFL reading strategies. The study sample consisted of 200 male and female university and high school students, who were selected conveniently from 4 high schools and 2 universities in the city of Kerman in south east Iran. As a matter of the study being a survey and not following an experimental procedure also the fact that the study was only checking the possible relationships among the dependent and independent variables, the data were processed through SPSS. There existed no significant difference between the two high and low EFL reading comprehension ability groups in their use of SORS subscales. Based on the results, the existed no significant difference between the two high and low EFL reading comprehension ability interviewees in their use of SORS EFL reading strategies (P=.568>.05). Also, the same as the quantitative phase participants, the 16 interviewees were all moderate strategy users. The tests (T-test and Pearson correlation) findings in the qualitative and the quantitative phases of the study supported each other; although they contradicted the viewpoints of all the 16 interviewees who thought a person's EFL reading comprehension ability improvement will result in his/her using more EFL reading strategies.