The use of e-books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e-books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research by investigating the impacts of contemporary e-books on ESL strategy use and reading comprehension, in comparison to paper texts. Twenty-two high-intermediate ESL participants were separated evenly into a paper text group and an e-book group. They were given pretests, support strategy mini-lessons, reading sessions with observation, posttests, surveys, and delayed posttests. Independent-sample t-tests revealed no significant difference between the groups' reading comprehension rates; however, reading strategy use and frequency varied between groups. Though the majority of e-book participants had not previously used e-books for learning, they reported preferring them over paper texts after the reading sessions were completed. The study's findings offer some support for the incorporation of e-books in ESL curricula. In addition, the findings suggest that instructors provide e-book strategy lessons to students so they can appropriate the technology effectively.