This study investigated the relationship between Iranian EFL learners' performance on a reading comprehension test and their pattern of using cognitive and metacognitive learning strategies. Analysis of the data obtained from 190 Iranian intermediate EFL learners (70 males and 120 females, aged 17-25) revealed a strong relationship between reading proficiency scores and learning strategy use. Also, there was a significant difference between scores of more successful reading test takers and the less successful ones, showing that more successful readers use more strategies, particularly metacognitive, than the lower achievers. Based on the findings, specific strategy building activities are presented, as guiding procedure for teachers, to help enhance reading performance on the part of less successful learners.