This study aims to investigate English reading strategy used by Korean university students and the relationship between English reading strategy use and reading proficiency. The participants were 131 Korean university students who were studying English at four different universities in Korea. They responded to the questionnaires concerning techniques that students use when reading academic materials in English and took an English reading comprehension test. The findings indicated that (a) students tended to use global and support reading strategies moderately, while using problem-solving strategies with high frequency and that (b) there were significant differences in overall reading strategy use between high and low proficiency readers. Pedagogical implications for strategy instruction were suggested.