This research investigated the reading strategies used by students at university level in Venezuela when reading in their native language, Spanish, and in reading English as a foreign language. The effects of proficiency level and of frequency of reading on the frequency and type of reading comprehension strategies in Spanish (L1) and English (L2) were also examined. The findings revealed that word problem focused strategies were used little in L1, where text strategies evidencing a top-down approach were evident, especially among more proficient readers. In L2, there was more use of word problem strategies, with more proficient readers having a wider repertoire. The conclusion supports partially investigations that have linked the transfer of native language reading strategies to second/foreign language proficiency, where a minimum threshold is required.