The significance of getting learners to read English First Additional Language (EFAL) cannot be ignored. This language is very significant as it is used for teaching and learning across the curriculum. Despite different studies that have been conducted, learners still experience barriers in reading English text. The purpose of this study was to explore the reading strategies employed by grade 12 learners in schools under Modjadji Circuit, Limpopo Province and to develop intervention reading strategies. The study addressed the issue of reading strategies for grade 12 learners employ in addressing barriers which impede them to read English texts in EFAL. A qualitative interpretative case study design was adopted for this study. Participants were purposively selected comprising of 12 grade 12 learners, 3 EFAL teachers from the selected secondary schools in Modjadji Circuit, Limpopo Province. Data were collected using interviews, observation, and documents analysis. Data were thematically analysed. The results showed that grade 12 learners and teachers employ various reading strategies during reading. But this is at a limited nature and this lack of an exposure to various reading strategies often leads to failure in comprehending complex texts in EFAL and other subjects. The knowledge and usage of various reading strategies will enhance learning in Grade 12, and therefore improve performance in other subjects The study recommends that learners should be exposed to different comprehension strategies, which will enhance their learning and usage of different reading strategies. Teachers should also employ different reading strategies when teaching learners. The use of different reading strategies had a positive effect on the learners reading comprehension.