This multiple case study examined the experiences of elementary L2 learners who received instruction in either reciprocal teaching or the think aloud strategy (TAS), and identified patterns of use that emerged from participants' employment of the strategies. The three L2 participants took a pre- test and a posttest, were recorded using the strategies, and responded to interview questions about the strategies. Using qualitative data analysis techniques, four themes emerged from analysis of the data, including; talking like a teacher, I know what I know, established strategies, and declines to use the steps in the strategy. Implications from these findings suggest that the discussion facilitated by reciprocal teaching assists elementary L2 participants in better understanding the text and also supports their language acquisition, whereas TAS does not facilitate discussion. Further, even though reciprocal teaching promotes discussion, teacher assistance during discussion is necessary. Finally, it is essential that teachers are mindful of students' understandings of topics and the difficulty of texts used when students are learning the strategies.