Based on an interpretive-constructivist paradigm, this study aimed at probing into the strategic reading processes of Egyptian EFL learners and their relationship with social and personal factors. In other words, it aimed at investigating a) students' perceptions of themselves as readers; b) students' knowledge about the task in terms of reading goals, text structure, and reading criteria; c) students' knowledge about and use of reading strategies, and finally d) students' knowledge about sources of reading difficulty. Moreover, the study intended to investigate the learning style preferences of students and their relationship with strategy use. Finally the study aimed at utilising this investigation for developing a framework for reading curricula planning and design.