The current study examined the impact of translanguaging on second language reading comprehension. The study involved an experimental and a control group. The participants in the experimental group (n = 38) were offered four opportunities to engage Arabic–their first language–in comprehending a text in English. These occasions for translanguaging included: (a) receiving Arabic glosses (i.e., only meaning) for key terms in the text, (b) employing their first language for summarizing four paragraphs from the passage, (c) using their first language in discussion for comparing summaries with peers, and (d) consulting the Arabic meanings (provided) while attempting the vocabulary items. After the aforesaid steps, the participants in this group were required to answer 22 comprehension questions of three types: (a) the main idea, (b) cloze reading, and (c) word/synonyms. The control group (n = 29) completed all the same stages as the experimental group but using their second language, without recourse to the first language. The findings revealed no significant difference between the two groups, t (63) = −1.84, p =.85. Also, no significant group difference was observed on any of the three types of comprehension questions. Theoretical and pedagogical implications are discussed.