The purpose of this research was to determine what types of reading strategies prospective English Teachers used to accomplish in their reading assignments and activities. The study was conducted at a state-run University, English Language Teaching Department in Turkey. The participants were 130 prospective English Teachers majoring English Language Teaching and taking up the lecture of teaching language skills. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to collect data about the use of reading strategies while reading academic or school-related materials. The data collected was measured in SPSS program. The results indicated that participants used each strategy effectively. As the most striking strategy, subjects underlined or circled information in the text to help them remember the information. While both genders preferred to take advantage of similar strategies in common, they mostly preferred to use problem solving strategies compared to other strategies.