This article examines the strategies training teachers employ in various stages of instruction in classroom language learning. Therefore, this study aims at determining the difference in the strategy use by readers at an upper-intermediate level. The subjects of this study were preparatory ELT students at Islamic Azad University, Malayer branch. The students were administered an inventory of strategy use during their in-classroom reading studies. Data was analyzed through a percentage study. It was reported in the study that readers participating in strategy training courses differed significantly from those who did not. By recognizing the differences between the two groups during the reading stage, foreign language teachers were advised to manipulate training their students in reading strategies before starting the reading courses. A sentence or a paragraph may also help the reader to understand a specific word (the contextual meaning). The students should be guided to make use of the strategies they have already learned to reach and capture the meaning (the message) given in the reading material.