We present five strategies that mathematics majors can use to improve their proof comprehension. We argue these strategies are effective by presenting qualitative excerpts illustrating the ways in which the employment of these strategies helped four undergraduate students understand the proofs they were reading. Furthermore, we present results of a survey in which the majority of 83 mathematicians indicated they would like students to use these proof reading strategies. Finally, we argue that these strategies are underused by presenting results from another part of the survey, in which the majority of 175 mathematics majors claimed not to employ these strategies. [For the complete proceedings, see ED584443.]