The descriptive study focused on investigating the reading strategies developed by students over the crisis of the COVID-19 pandemic. The respondents were the fifth-semester English Literature Study Program (ELSP) students at Hasanuddin University who have experienced almost two years of online learning during the pandemic. The Online Academic Reading Strategy (OARS) questionnaire was developed by Mokhtari & Reichard (2002) with four indicators and 42 items was used to collect data for this study. The findings indicate that students reported high use of online reading strategies during online learning for almost two years. Students' online reading strategies were varied into four types: Global Strategies, Problem-Solving Strategies, Support Strategies, and Socio-Affective Strategies. The 75% of the data revealed that the students preferred reading strategies was to have the support reading strategies, as it becomes easy when the learning activities surrounded online. Moreover, the result of this case study found that students differed significantly in general and category use of online learning before and during the Covid-19 pandemic. These results imply that the technology used also needs to be considered to enhance the learners' needs, so it could create a conducive environment because learning strategies have changed since the Covid-19 pandemic changed all aspects of life, including education. The findings generate pedagogical implications requiring lecturers during the COVID-19 pandemic to be constantly aware of the students' preferred online reading strategies and their psychological aspects for teaching as an implication after the pandemic.