The study aims at investigating the difficulties encountered by English centers teachers of multileveled classes in teaching reading comprehension, and suggests some suitable strategies that can alleviate the problems. To run the study, thirty-four language center teachers from Khartoum State are the sample of the study. A questionnaire, supported by classroom observation, was the collecting data tool. The quantitative method matches this type of research. The findings of the study reveal that the difficulties encountered by multileveled classes teachers attributed to the students' limited vocabulary, poor background knowledge, annoying reading materials, lack of teachers' training, and adverse selection of suitable strategies. The findings of this study are of high value for syllables designers as well as multileveled classes teachers. Teachers have to adopt adequate strategies, choosing attractive reading materials, and they should be equipped with the required training.