This study explores college first-year non-English major students’ reading strategy use. The study was carried out on 98 non-English majors. The purpose of the research is to find out: 1) what reading strategies the college non-English major students use frequently in their English reading and whether the strategies correlate to their reading test performance. The data concerning reading strategies was collected from the questionnaire and the interview. The study indicates that the first-year college non-English major students apply top-down and metacognitive strategies more frequently than bottom-up strategies. However, their strategy use does not correlate to their test performance significantly either positively or negatively. A follow-up interview study with 35 subjects is conducted to understand how students acquire reading strategies. The results show that first-year non-English major students acquire reading strategies mainly through their middle school teachers and partly by their own reading experiences. From the research, some pedagogical reading teaching implications, such as enhancing vocabulary teaching, strengthening teachers’ guidance and feedback, incorporating strategy training into reading teaching and so on, are drawn and further research of reading strategy use is recommended.