The focus of this exploratory study is the relationship between the predictor variables of editorial experience and task instruction, and reading behaviour. Professional editors and non-editors read two texts for two different purposes (reading for comprehension and reading in preparation of editing) while their eye movements were recorded. The participants' overall reading behaviour and their reading behaviour around errors in the texts were analysed across the two reading tasks using several eye-tracking measures. The data were analysed using linear mixed-effects modelling. Our findings suggest that task instruction and editorial experience interact to have a strong effect on temporal eye movements. The findings further suggest the development of highly automated reading and processing strategies for editors.