Research interest in L2 reading strategy use has been growing considerably among second language practitioners and researchers. Reading strategies are the comprehension processes employed by readers to make sense of what they read (Brantmeier, 2002). As there is a wide consensus among practitioners that the use of a variety of reading strategies can help adult ESL students develop their reading comprehension, the present research investigated adult EFL students’ perceived awareness of reading strategy use in academic context in Nepal. The findings revealed that participants used all three categories of reading strategies at a high- and medium- usage levels. However, no significant differences in overall reading strategy use were found between male and female participants. Significant differences are found between the male and female participants (p < .05) in the means of 3 of the 30 individual reading strategies. Males’ mean values are significantly higher than females’ for Global 24 and Problem-solving 25, whereas females’ mean value is significantly higher than males’ for Support 10. Among the other 27 reading strategies, there is no significant difference between males and females, although females’ mean values are higher for 17 individual reading strategies and males’ mean values are higher for 10 individual reading strategies. The overall mean value for all the strategies taken together is higher for females; however, the difference is not statistically significant. These findings indicated that this particular group of students are aware of a variety of reading strategies. Global strategies are related to reading comprehension (Anderson, 2005). As Global is the least reported category of strategies, the use of Global strategies be encouraged among the readers. It is important that readers’ awareness of appropriate strategies be promoted since when readers are aware of the reading strategies they have already identified, their conscious decision to use appropriate strategies becomes helpful in comprehension of the text (Akkakoson, 2012).