This study presents empirical evidence for the hypothesis that reading purpose may impact upon the cognitive processes that L2 readers use in comprehending a text. 25 advanced learners of English were put into two purpose groups--testing condition (TC) and learning condition (LC). The participants in the TC read two expository passages and answered 26 comprehension test items, while the LC participants read the same passages but without test items. Both groups were asked to verbalize their thoughts while performing the tasks. The data obtained from verbal reports, retrospective interviews, and the errors made during comprehending the passages or answering test items were collected and then analyzed. The results showed that readers pursuing different goals may engage in quantitatively as well as qualitatively different cognitive processes and strategies. The implications for L2 reading instruction and assessment are discussed.