The objective of this study is to evaluate the critical reading (CR) strategies utilized by English major students at a university in Vietnam, identifying both frequently employed and underutilized tactics. The study encompassed a quantitative survey of 147 students who had successfully finished a CR course in their curriculum, supplemented by qualitative data obtained from semi-structured interviews with 12 individuals. The findings suggest that students have a significant inclination to depend on lower-level cognitive abilities, rather than actively participating in higher-level critical thinking. The study reveals several obstacles that impede the development of effective critical reading skills. These include deficiencies in language proficiency, a limited comprehension of critical reading strategies, insufficient instructional assistance, and a dearth of diverse and captivating critical reading tasks. This study offers a thorough examination of the critical reading techniques and challenges encountered by students majoring in English, illuminating potential areas for enhancing pedagogical practices in reading instruction.