This study explores the relative contribution to EFL reading comprehension of the following individual-difference variables: prior knowledge, topic interest, linguistic proficiency, gender, reading motivation, and metacognitive awareness. It also investigates the relationship between the aforementioned individual differences and the role of text difficulty in EFL reading comprehension. The participants of the study are 66 Turkish students studying English for academic purposes at a state university in Turkey. The participants' level of reading comprehension was assessed through reading recall protocols. The data, which have been collected through several tests and questionnaires, are analyzed using hierarchical multiple regression procedures. Results indicate that linguistic proficiency, reading motivation and prior knowledge, in order of significance, account for 54% of the variability in the reading comprehension of the participants. Furthermore, text difficulty is found to have an influence on the contribution to L2 reading comprehension of the selected individual-difference variables.