Research has shown that skilled college readers use a variety of strategies in flexible ways in order to comprehend academic texts. However, little is known about how skilled college readers use strategies when reading fiction, in spite of the fact that literature courses are required at many universities and thousands of students regularly major and minor in literature. The following study attempted to fill this gap by analyzing college students' use of strategies when reading fiction, and if such strategy use varied according to academic success, as measured by cumulative grade point average. The results showed that strategies used to read fiction are similar to, yet unique from, those used to read general academic texts. In addition, significant correlations between academic success and frequency of strategy use were only found on a handful of strategies; however, such correlations are pedagogically important.