Reading comprehension is a demanding skill for ESL/EFL learners. The objectives of the study were: 1) To investigate the use of reading strategies by the teachers, which can improve student’s reading comprehension. 2) To investigate whether the activities, which given by the teachers can improve the student’s reading comprehension. 3) To investigate the teacher’s knowledge, which improves students reading comprehension. This research is quantitative research. The sampling of the study consists of 10% from the whole population which is 1150 EFL teachers at Irbid Directorate of Education at the Ministry of Education in Jordan. The researcher used a questionnaire which was adopted from both studies (Shulman, 2002; and Al-Dgheim 2001). The findings of the study were teaching vocabulary and preparation for reading materials are the most strategies used by EFL Jordanian teachers. Moreover, pre-reading is the most common activities given by Jordanian EFL teachers’ in teaching reading comprehe