This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classrooms. In addition, the study aims to compare the teachers' gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by Ilk (2012). The research methodology applied in this study is quantitative design. Frequencies, percentages and Mann Whitney U test are used to analyze the data obtained. According to the results of the research, the teachers generally believe the necessity of the reading strategies and they prefer to use reading strategies almost in all stages. Besides, the results of the study indicate that post-reading strategies are the least preferred strategies and there is not any relationship between teachers' gender and school types and their beliefs about reading strategies.