In order to inform foreign language education practices that can empower students to properly retrieve and utilize information in today's society, research on the nature of reading that takes place on the Internet--referred to as online research and comprehension--is of paramount importance. As an initial step, this study investigated the strategies employed by six Korean tertiary-level learners of English that engaged in a second language online research and comprehension (L2 ORC) task. To this end, screen recordings of L2 ORC sessions and verbal data from stimulated recall interviews were triangulated in order to identify and categorize strategy use behind L2 ORC. The results revealed that a wide variety of strategies for constructing a coherent reading path as well as comprehending single and multiple digital texts contributed to successful L2 ORC. These findings demonstrate that the current conception of L2 reading needs to be expanded to encompass the novel challenges posed by the Internet.