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The purpose of this study is to investigate the factors that affect the use of English reading strategies according to students' sex, major, grade and reading comprehension score in TOEIC. Mikuluecky' reading strategies(1990) were modified and administered to measure the students' strategy use. The questionnaire listed 39 reading strategies. The subjects were comprised of 131 S University Students from various departments enrolled in English conversation classes. Major findings are as follows: girls used the patterns of textual organization more frequently than boys regarding sex(p<.05), but no significant difference was found as a whole. A significant difference was found in the use of guessing, scanning, understanding textual organization and reconstructing of meanings with respect to major(p<05), but no significant difference as a whole. No significant difference was found related to grade, but the use of top-down reading strategies increased as a whole according to the year of the grade. A significant co-relation(p<.05) revealed between the reading comprehension competence and the use of guessing and understanding textual patterns. A significant co-relation(p<.05) revealed between the listening comprehension competence and the use of guessing, understanding textual patterns and scanning.