The primary objective of this study was to explore the relationship between L2 reading motivation and L2 reading strategy use. 283 Chinese college EFL students participated in this study. They answered a questionnaire with 65 items that measured the three constructs of reading motivation, reading strategy use and their self-perceived reading proficiency. Confirmatory factor analyses were applied to check the validity of each construct. Based on their motivation scores, the subjects were divided into different clusters; 22.6% of the subjects to the most highly motivated cluster; 34.4% to the moderately motivated cluster; 43.1% to the least motivated cluster. Discriminant analysis showed that such variables as advanced comprehension strategies, repetition and comprehension enhancing strategies were statistically significant variables that distinguished the three groups from each other. These results imply that EFL learners may be instructed to be aware of the importance of L2 reading motivation and L2 reading strategies for improving their L2 reading proficiency.