The present research investigated the use of cognitive and metacognitive strategies by 60 young and 90 adult learners of different levels of education across different fields of study. The intermediate level young participants included junior-high and senior-high school learners between the ages of 14 and 17. The high-intermediate adult participants were university students from the fields of social sciences, humanities, and languages. The results of the Pearson product moment correlation indicated that there was a moderate, positive, and significant correlation between strategy types and reading performances. The results of a one-way ANOVA showed that the preferences for the cognitive and metacognitive strategies differed across levels of education. The findings offer implications for the classroom suggesting that foreign language learning involves more than the acquisition of the target language, as learners' develop cognitively, socially, and linguistically at the same time. (Contains 7 tables.)