Abstract: Performance on a test is not dependent on only one factor. Rather, there are so many factors which directly and indirectly influence a test-taker’s performance on the test. Thispaper reports the results of a study which investigates the effects of the test types on reading comprehension test performance among intermediate and advanced Iranian EFL learners. To this purpose, from a language institute in Khoy, a city in the northwest of Iran, and based on results of a placement test we selected 40 Iranian EFL from intermediate learnersand 40 Iranian EFL advanced participants and divided each proficiency level into two groups. Then, one group in each proficiency level was given a reading comprehension test in the multiple-choice format and the other group the same reading comprehension test in the multiple-choice cloze test. Our analyses showed that the participants in both proficiency levels who took the reading comprehension in the multiple-choice format performed significantly better thanthose participants in both proficiency level who took the reading test in the multiple-choice cloze test. The pedagogical implications of the results are discussed.