The main objective of the present study is to determine the type and frequency of reading strategies (RSs) used by Turkish EFL students. Besides, this study aims to find out a) whether there is a gender difference in terms of RS use, b) whether there is a relationship between self-reported RS use and reading self-efficacy. A total of 211 university-level English preparatory class students took part in the study. The participants completed questionnaires on RS use and reading self-efficacy. The obtained data were analyzed using quantitative methods. The results indicated that students reported using RSs at a moderate level, and problem-solving strategies were the most frequently employed RS when compared to global and support strategies. Additionally, the study found that female students reported significantly higher use of RSs than male students. Finally, this study demonstrates that there is a positive relationship between students' RS use and reading self-efficacy.