This paper attempts to show the general tendencies of reading strategy recognition and use by Japanese EFL learners. Though much research has been done in the area of reading strategies, it little has been discovered with respect to the kinds of strategies Japanese EFL learners recognize or use and the degree of each strategy they recognize or use. Therefore, this research, aims 1) to show general tendencies and 2) to derive suggestions for teaching reading and reading strategies. The survey was conducted on 546 students from 10 high schools. The questionnaire featured 36 items concerning strategies' and a Otest with 64 blanks for learning achievement, both of which have been used in preceding research. Frequency tables and basic statistics are shown for the data. Wilcoxon's Rank Sum Tests were executed to examine whether there are any differences in tendencies between higher-achieving students and lower -achieving ones. In conclusion, general tendencies concerning reading strategies are presented to some extent. It is stated that learners should be presented and instructed to use strategies, especially metacognitive strategies in order to know and become familiar with them.