One of the most notable developments in English language pedagogy is the teaching of English for Science and Technology (EST). This includes providing language learners of various scientific fields with their specific language needs. This study was conducted as a component of a pilot study on qualitative data collection into the reading of EST materials that focuses on the problems and significance of EST materials for university students. Data were collected among 30 students enrolled in various Engineering courses in a public university in Malaysia. From the sample, 12 students were purposively selected to take part in the focus group interviews. Data were collected through focus group interviews that were analyzed descriptively and thematically using SPSS and NVivo respectively. The findings revealed that, firstly, students suffer from language deficiency due to insufficient linguistic knowledge and language exposure. Their major problems included vocabulary, grammatical structures, and terminologies specific to the reading texts. Secondly, the findings revealed the importance of text selection of EST materials as students were able to relate the content posted on an online teaching platform known as Interactive reading of Academic Disciplines (iREAD) with background knowledge of Science and Technology to fully understand what they read. This implied that Schema Theory plays a vital role in understanding the information by retrieving and applying previous knowledge. Thirdly, the significance of EST text selection strengthened students' knowledge of their content course as students were able to enhance their cognitive thinking, synthesize knowledge, and achieve freedom of expression. An implication that can be drawn from this study is the need to integrate specific text selection based on the subject matter for learners to be exposed to materials related to their field of study. [For the complete proceedings, see ED672804.]