This study explores whether EFL learners’ L2 proficiency and previous L2 writing experiences influence their Ll and L2 writing strategy perceptions. In order to examine EFL writers' changing perceptions, the researcher recruited six EFL English-major participants, who were then divided into three groups according to their L2 proficiency levels (i .e., high, mid, and low) and their amount of prior L2 writing experiences. Data were analyzed through the cross-examination of a L1 writing strategy checklist and a think-aloud protocol to indicate the directionality of Ll-L2 writing processes, and through a semi-structured interview to scrutinize the possible reasons leading to the observed phenomena. Two interesting results were found after data analysis. As for the effects of L2 on the subjects' L2 writing strategy perceptions, higher L2 proficiency levels did not guarantee more writing strategy uses, but it might be entwined with the subjects' prior background experience. Next, as for the effects of L2 on the subjects' Ll writing strategy perceptions, it seemed that some subjects perceived their scant Ll writing knowledge and borrowed their L2 writing skills to overcome the difficulties encountered in Ll writing. Also, the subjects' perceived writing strategy transfer seems much more demonstrable on their perceived rhetoric, metacognitive and cognitive strategy uses, a finding which might be related to the influences of their prior instructors' scoring criteria. Pedagogical implications for addressing the observed findings were suggested.