A study investigated whether a classification scheme for learning strategies used in ESL (English-as-a-Second-Language) instruction is applicable to strategies used in learning Japanese as a second language. Four metacognitive strategies were examined (directed attention, selective attention, self-monitoring, self-management). Subjects were 30 students of Japanese enrolled in a college summer language school and performing at three proficiency levels (beginning, intermediate, advanced). They answered a questionnaire concerning their use of eight reading strategies (inferencing, keyword method, grouping, resourcing, transfer, elaboration, imagery, deduction). Results indicate patterns in the use of metacognitive and cognitive strategies. Students predominantly reported using self-management; students at all levels reported using inferencing most frequently and resourcing next most frequently. Lower-level students used more imagery and elaboration than higher-level students, and higher-level students used keyword, transfer, and deduction more than lower-level students. Pre- and posttests indicated that advanced students showed much smaller achievement gains per strategy used than did intermediate students. It is concluded that a strategy classification scheme based on the distinction between cognitive and metacognitive strategies could be useful in linking specific learning tasks with cognitive strategies and instructional level. The questionnaire is appended. (MSE)