Reading is perhaps the most important skill for second language learners in academic contexts (Grabe, 2014; Lynch & Hudson, 1991). The need to be able to read in English is especially felt at the tertiary level where most of the academic sources are in English. Yet, Reading is one of the skills that learners often find extremely difficult (Littlewood & Liu, 1996). One major reason for these difficulties is the use of reading strategies and importance of lower-level processes in reading. This study investigated to the choice and frequency of reading strategies by Tunisian tertiary level students (N=147). It aimed to point out whether variables such as Specialty, Proficiency and Gender correlated with the broad categories of Reading strategies identified by Mokhtari and Sheorey (2002). Results unveiled little difference between Hard Science and Soft Science majors in their use of Reading strategies. Statistical analyses demonstrated no relationship between proficiency level, gender, and strategy use.