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The current study sought to provide informationon whether ESL learners’ use of reading strategies isassociated with the type of text they are reading. Toaddress this objective, 21 ESL learners read 20 differenttexts of varying types and answered the MetacognitiveAwareness of Reading Strategies Inventory by Mokhtariand Sheorey (J Educ Psychol 94(2):249–259,2002)tomeasure their use of reading strategies. Using descriptiveand inferential statistics, results showed that ESL learnersgenerally applied a wide range of strategies consistentlywhen reading different text types. These results wereexplained using a schema-theoretic view of reading.Findings further revealed that there was a significantlyhigher use of global reading strategies compared to the twoother factors (i.e., problem-solving reading strategies andsupport reading strategies). Such a finding was attributed tothe reading proficiency level of the learners. Theoreticaland practical implications are discussed