Despite ongoing effects to improve Thai children's reading competency, particularly their engagement with reading strategies, concerns remain regarding EFL pre-service English teacher's (PSTs) ability to effective instruction these strategies. This study investigates stakeholders' perspectives on PSTs' reading proficiency and instructional skills, alongside their own needs in these areas. Data was collected through surveys and semi-structured interviews with five English teaching specialists, three ELT instructors, five school mentors, fifteen English education program alumni, and twenty-two current undergraduate students. The findings highlight key dimensions for improving reading strategy instruction, including addressing challenges and promoting best practices. A crucial theme emerged: the need to align locally-set contexts with global reading materials. This research identifies both problems and needs that can inform the development of curriculum and course design for PSTs, specifically in the creation of reading strategy materials. Furthermore, it emphasizes the importance of integrating cultural awareness and cross-cultural understanding into English reading instruction to effectively prepare Thai students for 21st century learning.