The current research study investigated the patterns of reading strategies employed by English/French bilingual adults and children in both languages. An in-depth analysis of patterns of strategy use was conducted on a subset of skilled readers and poor readers from previous data sets. Think-aloud data on short passages revealed that, overall, adults recruited more strategies than children and skilled readers utilized more strategies than poor readers. In particular, skilled readers recruited more varied strategies by pairing more meaning-based strategies (e.g., summarizing, necessary inferencing) with complex strategies (e.g., elaborative inferencing, predicting). Implications for bilingual researchers and educators are discussed. Specifically, suggestions for implementing a direct strategy intervention that encourages readers to recruit these patterns of strategies while reading in both languages are introduced.