The present article reported an exploratory investigation into the nature of the reading comprehension strategies of English Foreign Language learners across proficiency levels. The aim of this study was to probe possible differences between elementary, intermediate, and expert readers' use of cluster strategy in the First Certificate English test. The collected data from 19 participants' Thinking Aloud on the gapped section of the test were analyzed both through content analysis and tabulation. The results indicated that readers at different language proficiency levels did not use a single profile strategy to answer a reading comprehension test item or to process a text, but rather used different combination or cluster strategies. The participants located in the intermediate language proficiency levels used more various strategy types to answer a single reading question than those who were located at the two extreme ends of the spectrum. Hence, focusing on teaching efficient cluster strategies rather than teaching single isolated strategies would be more productive in today's reading classrooms.