Research on reading in a second language and efforts to improve second language reading instruction have grown remarkably in recent years. This current expansion of research in second language reading has focused on reading strategies employed by good second language learners resulting in new insights for reading instruction. With these new insights, it has become evident that less competent learners may improve their reading abilities through training in strategies evidenced by more successful learners as identified in the literature. In order to train learners to develop effective reading strategies, the first step to be taken is to assess their strategy needs to become successful readers. This study, therefore, investigated the reading strategies that learners of English as a foreign language at Bilkent University School of English Language (BUSEL) need to develop in order to become more efficient readers, and thus, be able to carry out their academic studies successfully in their respective fields of study in various faculties at Bilkent University. Learners’ needs in terms of reading strategies were assessed as perceived by learners themselves, their instructors and curriculum designers. Each group of subjects was given a questionnaire. In addition, a semi-structured interview was conducted with curriculum designers. Both quantitative and descriptive data were obtained by the analysis of the questionnaire items and the interviews. The mean scores of the responses were computed for each item in the questionnaires given to all groups of subjects involved. The findings were analyzed to identify the perceived frequency and proficiency of use of particular strategies as well as the importance given to these strategies by all the groups of subjects. Overall, the findings revealed a high agreement as to the perceived needs of students by all three groups o f subjects involved. It was found that the strategies that BUSEL students need to develop most as perceived by these groups include those to deal with unknown vocabulary, to understand text organization and make use of textual signals, to make summaries of and notes of information presented in texts, and to evaluate the content of reading materials.