Reading strategies have been evidenced to assist reading comprehension, and learner’s preferences for strategies have been of interest to researchers. However, statistical inconsistencies in the existing studies remained unsolved, which leads to various explanations. Studies featuring students at tertiary level have been limited in Taiwan. Furthermore, little is known of the relationship between study abroad experiences and reading strategies. To fill the above gaps, the study attempted to understand if variables (including gender, grade level, starting age of English learning, self-perceived English proficiency level, and overseas study experiences) affect learners’ use of metacognitive reading strategies. To measure students’ strategy use, the Metacognitive Awareness Reading Strategy Inventory (MARSI) was translated into Chinese and administered to 414 university English-majors in Taiwan. Results indicated that only self-perceived English proficiency significantly predicted learners’ strategy use. The overseas study experiences demonstrated a negative correlation with learners’ use of strategies. The findings have implications for language pedagogy and future research.