This study discusses Japanese EFL learners’ interpretations of reflexives and pronouns in English control sentences with quantifiers. To investigate how control, binding, and quantifier-phrase raising operations interact with each other, an experiment with a multiple-choice questionnaire was conducted among 84 college students. It was found that the learners had difficulty in identifying the correct antecedents of the reflexives and the pronouns in the subject-control sentence more frequently than the object-control sentences, indicating an intervention effect. The results suggest that the three operations taxed the learners’ performance differently.