Abstract: This study investigated the relationship between reading comprehension and reading, cognitive, metacognitive, and test-taking strategies. A reading strategy questionnaire and TOEFL reading test were given to 60 intermediate EFL students of Qaemshahr Azad University. A high correlation was found between using reading strategies and learners’ reading proficiency (r= .52). Moreover, two 30-member groups of successful and less successful readers were compared in terms of using reading strategies in general and cognitive, metacognitive, and test-taking strategies in particular. The results showed that successful readers used reading strategies more than less successful ones (t= 4.7). Successful readers used cognitive and metacognitive strategies, more frequently than less successful ones (t= 8.74, t= 2.45, respectively). But less successful readers used test-taking strategies more than successful ones (t= -5.01).