Abstract-This study was an attempt to investigate the relationship between cultural background of Iranian EFL learners and reading comprehension. 45 Iranian language learners majoring in TEFL and English language translation from three different ethnicities in different provinces were selected through purposive sampling. All participants received three different reading comprehension sub-tests: a reading sub-test including culturally familiar topics and two reading sub-tests with culturally unfamiliar topics. The results showed that the means of all groups on culturally familiar reading tests were greater than their means on reading tests with unfamiliar contents.