The current study, which is descriptive and correlational in design, intends to find out if, (a) Iranian university learners of English, Russian, and Arabic as foreign languages have the same patterns of reading strategy awareness and use (RSAU), and (b) their self-perceived reading ability correlates with their RSAU level. English, Russian, and Arabic students took the Metacognitive Awareness Reading Strategy Inventory and rated their reading ability in their own majors. Analysis of data showed that students of Russian and Arabic were at a low level of RSAU while students of English were at the medium level, and self-perceived reading ability did not correlate with RSAU for the three groups. It seems in the Iranian educational system learners of different foreign languages have different and at the same time poor to moderate strategic reading competence.