'i11e pU/pose of this study was to investigate teachers' beliefs about the reading srrategies and tornexamine whether these beliefs are reflected in the actual classroom. The study is a descriptivernsurvey type of research which involves questionnaire survey so as to search for teachers ' beliefs,rnclassroom observation in order to see whether or not reachers are rejlecting their stared beliej~'rnin the classroom, and semi-structured interview so as to c(,i1ect factors that have impeded orrnpromoted teachers in not implementing or implementing the reading strategies.rnThe result indicated that teachers have positive beliefs for the cognitive, metacognitive, andrnsocial/affective reading strategies except they disliked implementing a reading strategy mlledrntranslation. On the contrary, teachers ' observed practices oj the strategies showed that elevenrnout oj the twenty-jive reading strategies ;;-0111 each of the three classifications oj the stralegyrntypes have been reflected in the actual teaching and learning process of readillg For Ihisrnincongruence between teachers ' stated belieJs and their observed classroom practices, limitedrnamount oj time, mixed ability classes, low level of students' motivation to read a passage and 10rnlearn reading, di/ficulty oj some contents oj the textbook Jor students ' grade level, scarcity ojrnnecesswy strategies to apply Jor specific activities except skimming, scanning, guessing thernmeanings of words, and so Jorth, lack oj sufficient textbooks in the classro ("~' while stu:' -nts arernreading a passage, and no English lab classes in the schools have been expressed as JactorsrnHlhir:h promote teachers in not using the reading strategies in the classroom.rnUpgrading teachers' knowledge oj the reading strategies through an'. 'lging training workshojJs,rna!lolling WI extended time so as to teach reading in a relaxed way al,)"ying the differentrnpedagogical and psychological methods such as humors and jokes to 'notivate studenls whilernthey are learning reading .skills, including several appropriate reading straregies inlo thern:;tlldenls' textbooks, and opening sufficient English laborator)! classes in the schools, and so onrnhave been recommended by the researcher in order to mako teachers' beliefs aholll the readingrnstrategies and their classroom practices consistent.