Considering the fact that being able to read efficiently would be a key tool for academic success, there has been a plethora of research conducted on this skill with a serious focus on the degree to which reading comprehension is the function of lexical and grammatical knowledge of the language. However, the present study was an endeavor to examine whether L2 (English) reading comprehension is a language-specific or a general reading competence issue. Moreover, it has put reading comprehension strategies under investigation to see if either of poor or proficient Iranian readers use similar strategies for reading comprehension tasks of both languages or the employed strategies are language-dependent. The sample of 87 upper-intermediate Iranian EFL learners participants were recruited for the study which took a period of almost 7 months of treatment. Statistical analyses revealed that L2 reading comprehension is primarily a general reading competence issue rather than an L2 proficiency issue. It was also found that proficient readers employ more or less identical strategies for reading comprehension tasks of different languages while the story is drastically different for poor readers.