Reading aloud (RA) is a learning strategy commonly used to help younger students develop language comprehension skills and in adult literacy and language courses to help students master the pronunciation of words, grammar, and intonation. However, we know of no studies to date that investigate the possible benefits of RA at the college or university level. We propose that "reading aloud" (RA) immediately followed by "thinking aloud" (TA) during class can help college students enhance their reading abilities and cultivate their analytical thinking skills. This study explores the impact of a "read aloud-think aloud" (RA-TA) strategy in college-level biology courses. Students in 3 sections of 2 courses were asked about their experiences with RA via an end-of-semester survey. When pooled (N = 34 students), responses to all 5 survey questions significantly supported RA-TA. The responses to 4 survey questions very significantly supported the use of RA-TA: Students read the text more, understood it better, found the instructor's help useful, and in general learned to read difficult texts with greater comprehension. Results suggest that a RA-TA approach has the potential to greatly enhance student learning at the college level and provides a promising area for future research.