Most research on internet reading has identified skilled readers based on well-established theories of print reading. Nevertheless, an emerging body of work suggests that higher competency in print reading does not fully account for competency in internet reading comprehension. The authors conducted a descriptive video analysis of high school readers' online navigation behaviors to identify characteristics that could account for differences in their internet reading outcomes. In particular, they focused on students with high grade point averages but diverging internet reading outcomes. The authors found that the participating students with lower outcomes tended to adopt a linear path of navigation typical of constrained print-based settings, whereas their peers with higher reading outcomes took a nonlinear path of online navigation that was goal oriented and flexible. Findings from this study suggest that how readers navigate the online textual environment is an important dimension that may affect the quality of their learning from multiple online sources.