This study investigates the types of miscues frequently produced by proficient and less proficient readers. Using purposive sampling, six 11th-grade students from Babun Najah Islamic Boarding School participated. The students read a text, and their readings were recorded. A descriptive qualitative approach, based on the miscue analysis frameworks of Argyle (1989) and Mahmud and Gopal (2018), was employed. The findings reveal that substitution miscues were the most common (340 instances, 63%), followed by hesitation (82 instances, 15%), repetition (58 instances, 11%), correction (41 instances, 8%), insertion (17 instances, 3%), and omission (2 instances, 0%). Substitution miscues were prevalent due to students encountering unfamiliar words and substituting them with ones they believed fit the context. Additionally, confusion between words that look or sound alike contributed to substitutions. These findings provide insights into developing alternative teaching strategies to enhance English learning and improve reading proficiency.