This study was purposed to explore differences in reading strategy use of Thai EFL university students when they read academic versus non-academic texts in English. One hundred fourteen students in total participated in this study. The students consisted of freshmen (37), sophomores (20), juniors (9), and seniors (48). Fifty nine students were females and 55 students were males. The research instruments for data collection included: (1) Survey of Reading Strategy (SORS), and (2) modified SORS. The statistics for data analysis included, mean, standard deviation, and independent samples t-test. The significant difference was set at the level of .05. The findings revealed that indicated that the Thai EFL university students reported using reading strategies with high frequency when they read expository texts in English. They reported using problem solving strategies more frequently than global strategies which were used more frequently than support strategies. The overall use of the reading strategies by Thai EFL university students was not significantly related to their reading comprehension ability. The combined use of the three strategy categories by Thai EFL university students was significantly related to their reading comprehension ability. The use of the global strategies and the use of the support strategies were significant predictors of Thai EFL university students’ reading comprehension ability. The levels of enjoyment of reading English materials were not related to Thai EFL university students’ overall use of the reading strategies. However, Thai EFL university students who enjoy reading English materials reported using global strategies significantly more frequently than Thai EFL university students who do not enjoy it.