Abstract: This study examines the role of reading strategies in activating students’ prior knowledge, with a particular focus on how such strategies support comprehension and learning in English language education, especially in Moroccan clasrooms. Utilizing a qualitative research design, data were collected through semi-structured interviews with 10 Moroccan EFL teachers. The interviews explored participants’ awareness, use, and perceived effectiveness of various reading strategies, including previewing, predicting, and connecting texts to personal experiences or prior knowledge. Interestingly, the analysis of the interview data revealed that strategic reading practices contribute significantly to the activation of background knowledge, thereby enhancing understanding and retention of textual information. Ultimately, The findings indicate that Moroccan EFL teachers employ a wide range of techniques to ensure that their students understand the text. The reason behind resorting to a wide range of techniques to make sure their students fully