This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b) they favor problem-solving strategies more than other strategies; (c) high intermediate learners use the most strategies and advanced learners use the least strategies; and (d) problem-solving and support strategies are more predictive of the reading proficiency. These findings provide implications for teachers of adult ESL students.