The present study describes the strategies that EFL students use for different item types in a test of reading comprehension TOEFL iBT. Before the test had begun, the participants (N=66) were instructed on how to use Reading and Test-management strategies. A list of test-taking strategies followed by a test of reading comprehension that took forty-five minutes to complete was used. The participants were asked to specify the strategies that they employed during taking the test. The prime concern of this study was to examine the type of Reading and Test-management strategies the participants employed for different item types of TOEFL iBT. Ten item types defined by ETS (2003) were used in this study. The secondary objective was to investigate the difference in using Test-taking strategies by test-takers with different language abilities. And the tertiary goal was to examine the role of gender in employing these strategies in iBT.
