Purpose: The aim of this study was to analyze the effect of reading strategies instruction on the reading achievement of learners of the French and to identify the views of the participants on the effect of said strategies. Research Methods: To achieve that objective, a one-group pretest-posttest model was used. The participants were 32 Turkish students of the French Language Department in the Faculty of Education at Anadolu University. First, the achievement levels of the participants were measured by a B2-level test, and, during a nine-week period, specific reading strategies were taught. At the end of this period, the same test was administered. Second, a 3-point Likert type questionnaire was administered to 11 volunteer participants to discover their views on the effect of the practice. Findings: According to the results, there is a statistically significant difference between pretest and posttest scores (p [less than or equal to] 0.05). In other words, the learners' achievement scores increased after the reading strategies instruction. According to the results of the questionnaire, 81% of participants reported that the reading strategies improved their reading achievement, and 54% of the participants reported that they would continue employing these strategies after the practice. Implications for Research and Practice: In the future, the effect of reading strategies on reader understanding of varied text types should be analyzed. Furthermore, the reading habits of language learners including reading frequency, attitudes, motivations, and achievement at varied linguistic levels should be investigated in relation to the use of reading strategies. Finally, to make the teaching-learning process more effective, reading strategies should be integrated into reading courses.