Effective use of reading strategies has been recognized as an important means to increase reading comprehension. Many English as a Foreign Language (EFL) or English as a Second Language (ESL) studies have produced lists of paper-reading strategies (e.g. having a purpose for reading; using context clues). In contrast, few studies have investigated "online" reading (i.e. reading on the internet) strategies. The purpose of the present study was to investigate the Online Reading Strategies of Omani EFL university first-year students and senior student teachers. The Survey of Reading Strategies (SORS) (Sheorey & Mokhtari 2001) was adapted for use in this study. This Survey classifies reading strategies into three categories: "global," "problem solving," and "support" strategies. Results showed a statistically significant difference between fourth-year students and first-year students only in global strategies. This was consistent with findings of other studies, which showed that high-proficient readers use more global strategies than low-proficient readers do. Moreover, first-year students reported using more support strategies than senior students did. There was no statistically significant difference with reference to gender in either group.