Researchers have found numerous differences in the approaches raters take to the complex task of essay rating including differences when rating native (L1) and non-native (L2) English writing. Yet less is known about raters' reading practices while scoring those essays. This small-scale study uses eye-tracking technology and reflective protocols to examine the reading behavior of TESOL teachers who evaluated university-level L1 and L2 writing. Results from the eye-tracking component indicate that the teachers read the rhetorical, organizational, and grammatical features of an L1 text more deliberately while skimming through and then returning to rhetorical features of an L2 text and initially skipping over many L2 grammatical structures. In reflective interviews, the teachers also reported more consensus on their approach to evaluating grammar and organization than word choice and rhetoric. While these findings corroborate prior research comparing the rating of L1 and L2 writing, they promise to expand our understanding of rating processes by reflecting the teachers' reading practices and attentional focus while rating. Moreover, the study demonstrates the potential for using eyetracking research to unobtrusively investigate the reading behaviors involved in assessing L1 and L2 writing.