Reading is a very valuable source of input which plays an important role in the language learning process and boosts learners in gaining information, broadening their understanding of different subjects, and thus achieving their academic goals. The present study’s focus is on discovering the correlation between age and use of reading strategies by the Iranian EFL learners while reading EFL texts. The findings from the quantitative phase data analysis through Pearson correlation coefficient showed significant (P=.025<.05) correlation between the participants' age and their use of EFL reading strategies. The results of interviews, half supported and half contradicted these results. Based on the present study findings, also according to the sixteen interviewees' viewpoints, it could be concluded that EFL reading strategy teaching should turn into a must in the Iranian educational system; however, the type of strategies taught at each educational and age level should be decided based on the EFL proficiency of the language learners and not merely based on their age. Also, the fact that the older participants who came out to be more proficient too use more EFL reading strategies was a good support for the claim that reading strategy instruction is basically disregarded in the Iranian educational system, and a good reason to insist on a place for their instruction as early as the beginning of EFL instruction in the educational system. Also, the fact that age increase equaled strategy use increase was a good support for emphasis on persuasion of the students to read actively to get more experienced in use of appropriate strategies.
