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The purpose of this study is to find reading strategies and factors enhancing reading proficiency for college students. Two hundred and forty four college students participated in the study and were categorized into three different groups(upper, middle, and lower) according to their reading proficiency. A reading strategy questionnaire and a questionnaire for affective factors for reading proficiency were developed. The findings were as follows: First, the most significant strategy on the reading proficiency was found to be the group of meta-cognitive strategy. Second, the most frequently used reading strategy employed by three different groups was a group of cognitive strategies. Third, the six factors(linguistic domain, schematic domain, affective domain, motivation, grader, overseas English training experience) except for gender and a period of studying had a positive effect on facilitating reading comprehension. Pedagogical implication was provided and some issues for further research were discussed.