The purpose of this study is to study the characteristics of reading strategies and motivational variables, and the correlation between strategies and motivational variables for Korean language students in Italy and Spain who belong to the Romance language. To do this, we surveyed the learners and then analyzed the characteristics using statistical techniques. The order of use of learning strategies by Korean learners in the control of romance was found in the order of 'Memory Strategy> Cognitive Strategy> Meta-cognitive Strategy> Social Strategy> Text Strategy'. Comparing learner information, reading learning strategies, and motivational variables, the types were almost similar and there was no significant difference. The relationship between learning strategy and motivational variables was also examined. Besides, 'integrated motivation' is highly correlated with learning strategy. In addition, the correlation between 'interest in Korean' and 'cognitive strategy' among learning strategies is significant. On the other hand, there was a low correlation between attitudes toward Koreans, attitudes toward learning Korean, and instrumental motivations. This study will help to understand reading strategies and motivational variables of Italian and Spanish Korean learners in Romance control.