Reading in English is one of the crucial aspects that need to be attained by ESL students in higher education. The students in higher education not only have to read in English reading text but also to decipher the meaning in the text. Since most academic materials are in English, it is essential for ESL students to accurately grasp the main ideas the authors are conveying. Therefore, they must apply appropriate reading strategies to comprehend the author's intended meaning effectively. This study seeks to explore ESL undergraduate students who faced difficulties in comprehending reading text. A quantitative approach was used in this study involving 123 ESL students. Of these, 123 students were taught using a specialized reading comprehension module focused on the inferencing strategy. The teaching duration was conducted for 9 weeks. Two tests with the same difficulty level were provided to students to gauge their understanding of reading texts after the intervention. The results revealed that there was an improvement in reading comprehension after the students employed the inference reading strategy. They were able to comprehend the reading text using inference strategy after the intervention. This study concludes the importance of integrating the inference strategy in enhancing reading comprehension instruction for higher education students and encourages further research in this area.