This study explores the reading strategies used by Malaysian ESL undergraduates when reading print and hypertext materials. For this purpose, the theoretical framework of metacognition was employed. A mixed-method approach was adopted whereby two questionnaires – Metacognitive Awareness of Reading Strategies Inventory (MARSI) and Online Survey of Reading Strategies (OSORS) were used to quantitatively analyse the learners’ awareness of the metacognitive reading strategies and the qualitative data were gathered using verbal protocols. This study aimed to differentiate the learners’ use of strategies when they engage in reading tasks of two different media – traditional print reading as well as hypertext materials. Five undergraduates from the TESOL programme at a Malaysian private university were asked to read biographies, a form of expository text to analyse their reading strategies. The data gathered showed that the use of reading strategies was similar in terms of the proposed metacognitive strategies which are categorised into the three subscales; Global, Problem-Solving, and Support strategies with varying degrees dependent on the medium of reading. The study also found higher frequency of strategy use when the learners read online, although they employed Problem-Solving strategies significantly higher than strategies of other subscales. This led to the discovery of reading difficulties among themselves, in terms of textual display, vision problems, and restricted access to materials.