The current study investigated the relation and comparison of reading comprehension and reading rate in Japanese high school EFL learners. One hundred and forty-eight tenth-graders in a Japanese high school participated in this study. Results showed that the relation between reading comprehension and reading rate was weak, but significant (r = 0.24, p < 0.01, N = 127). Using cluster analysis, the participants were divided into four groups based on their scores: the low to middle-comprehension, low-rate group (LMCLR), the low-comprehension, the high comprehension, low-middle rate group (HCLMR), middle-rate group (LCMR), and the highcomprehension, high-rate group (HCHR). Results indicated that two in-between groups might exist before reaching full development of reading ability. It is suggested that reading rate can be improved independently from reading comprehension, but the two variables can compete in some students. Accordingly, students should be instructed how to read both accurately and quickly.