Communication researchers have found experience- and purpose-based differences in the reading techniques used by students and professionals in such fields as biology, physics, and law. More experienced readers tend to use techniques such as reading nonlinearly, questioning authority, integrating or referencing prior knowledge, and paying attention to illustrations. Using the read-aloud protocol methodology, this thesis examines the differences in the reading techniques used by two mechanical engineering students in the last year of their undergraduate program and two mechanical engineering students at the end of the first year of their graduate program. Suggestions for helping undergraduate engineering students read more critically are also offered.