In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used individually. Rather, students engage effective reading strategies according to individual preference. The influences of gender, age, and academic discipline on effective reading strategies were investigated and significant differences were evaluated. Suggestions are offered following the summary of results.