This study investigated the significant role that vocabulary teaching and learning strategies play ~? on fostering EFL reading comprehension. To explore the significant relationship between the two (vocabulary teaching and learning strategies and reading comprehension), the researcher employed both qualitative and quantitative research methodologies. The qualitative methodology is used to gather text info'rrnation for the study being investigated through FGD, classroom observation and vocabulary and reading comprehension tests whereas the quantitative methodology is used to. ..g.. enerate numerical data through questionnaires. The findings of the study through the a~f orementioned research methodologies revealed that vocabulary is not given as ' much attention as it deserves in the course book and that the credit teachers give to vocabulary . instruction is inadequate to help foster the research participants' reading comprehension. The insufficie1;t credit given to vocabulary, the ineffective word guessing strategies the research participants• employ and the teachers' inadequate treatment of the vocabulary activities, according to the findings of this study, generally, are some of the worth-mentionable factors to which the research participants' limited vocabulary is attributable and hence to which theirfailure • to comprehend a reading text is also attributable. The result of the study is the best indicator for the fact that the poor strategies the research participants employ to guess new words and the resulting effect of their inadequate vocabulary base are some of the significant factors affecting their reading comprehension. This implies that there is a reciprocal relationship existing between vocabulary and reading comprehension and that reading comprehension cannot be achieved without being equipped with an adequate vocabulary base.