The present study aims mainly to investigate the impact that texts with cultural and non cultural relevant information have on the reading comprehension of two undergraduate learners of an English language teaching program at a Colombian public university. The two participants of this study went through a process of reading three culturally relevant texts (CRTs) and three non culturally relevant texts (NCRTs). They were assessed through some previous and post exercises along with some reading comprehension tests. Likewise, they were interviewed about some processes they applied when reading and they were asked about their impressions from the texts and the questionnaires. Data analysis showed that the participants’ reading comprehension and attitudes were positively affected by the fact that they were familiar with the information presented in the CRTs. This study also generated some relevant insights about the importance of using reading strategies. Moreover, this research also showed ways to assess reading comprehension in a non traditional way and still get valid results.