Reading comprehension is a primary skill in English as a Foreign Language (EFL) learners, but many of them face challenges that impede their language learning. This study investigates reading comprehension problems experienced by EFL learners at Champasack University (Laos), and suggests solutions to remediate these problems. A qualitative case study was employed, involving semi-structured interviews with 10 final-year students to explore their experiences and coping strategies. This study highlights the important barriers learners face such as limited vocabulary, complex grammatical structures, and summarizing and identifying main ideas. Strategies such as using a dictionary, context-guessing, and collaborating with peers are employed, but these are often not enough in the absence of structured support. The results suggest the need for targeted pedagogical intervention focusing on systematic vocabulary instruction and metacognitive strategies to improve reading comprehension outcomes for EFL learners.