Even though many studies were carried out regarding the role of cultural background knowledge in reading comprehension, still rare studies were carried in the surrounding area. Accordingly, this study aimed at exploring the potential effect of cultural clues on Al al- Bayt University undergraduates' reading comprehension at three levels: literal, inferential, and evaluative. To achieve this, seven passages, each with two versions: the original and nativized, were selected from the textbook taught at Al al- Bayt University, situated in Mafraq in the north of Jordan. The researcher used pre-experimental design (i.e., One-group pretest-posttest design). In this design, a single case is observed at two-time points (repeated measures), one before the treatment (O1), and one after the treatment (O2). Subjects were thirty-eight EFL undergraduates selected by the researcher from Al al- Bayt University in the second semester of the academic year 2019/2020.To carry out the study, all expressions and clues that carry cultural aspects in the original passages were replaced by other expressions reflecting the Jordanian culture in the nativized ones. The students then were asked to read the two versions and answer different types of questions to collect the data aimed at measuring literal, inferential, and evaluative comprehension over the two versions of each passage. The collected data were analyzed using quantitative analyses. The study's findings revealed that cultural familiarity through applying nativization positively affected students' reading comprehension. More interesting is that text nativization did affect the literal level of comprehension and the inferential and evaluative ones. The current study would be fruitful for instructors and teachers in Jordan to help them develop reading comprehension in a way that would improve students' comprehension.