This study investigated EFL students’ online reading strategies. The EFL students in this study were in the eighth grade in a junior high school. Anderson’s cognitive theory was implemented to use the reading strategies in note-taking, skimming, inferring, and using context clues. Research data was collected through a reading test, a questionnaire of the students’ frequent usage of each reading strategy, and interviews with eighth-grade students at SMP Hj. Isriati Semarang. These findings indicated the benefits of EFL students applying helpful online reading strategies in a Web-based environment to improve their reading comprehension. Furthermore, these findings suggested that some online reading strategies were used among EFL students significantly more frequently than others. On the whole, the use of skimming strategies significantly contributed to better comprehension.