The present study examined the comparative role of vocabulary and grammar in different test measures of L2 reading comprehension. A total of 83 students were asked to take three reading tests with a different technique each (multiple-choice, cloze, and recall), a vocabulary test, and a grammar test, and to respond to a questionnaire. The findings were as follows: 1) learners’ reading performance differed across the three reading test measures, and the two language variables exerted different influences in L2 reading as measured by the cloze test technique; and 2) concerning the comparative contribution of the two language variables to L2 reading comprehension according to learners’ L2 proficiency, the contribution was significant exclusively in the recall test, and it varied depending upon their L2 proficiency. This research demonstrates the importance of taking into account the type of test techniques in studies of the relative role of vocabulary and grammar knowledge in L2 reading.