Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), play a crucial role in the test-takers' lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching--namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners' attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS. According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than 0.05 (p <0.001). Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than 0.05.