Previous L2 reading research has centered on comprehension process, strategy use, and reading proficiency (i.e., cognitive aspects of L2 reading), not including learner motivation and learner beliefs in the EFL context. In addition, the majority of L2 reading research has lacked the perspective of development in multiple individual difference factors, leaving ample room for research. For these reasons, the objective of this study was to explore the development of individual difference profiles in L2 reading (i.e., salient features consisting of strategy use, motivation, general learner beliefs, and proficiency) in the process of strategy intervention. Questionnaires for strategy use, motivation, and general learner beliefs and proficiency tests were administered to Japanese EFL university students, and a series of intergroup and intragroup comparisons were made for the purpose of this study. The results indicate the possibility that L2 readers' individual difference profiles influence the subsequent development and interaction of individual difference factors to varying degrees, providing resourceful implications in L2 reading classrooms.