The purpose of this study is to analyze the correlation among English reading strategies, English learning motivation and English reading proficiency of high school students. The summary of the results were as follows. First, reading strategies and learning motivation according to reading proficiency showed high frequency in order of high reading proficiency in all the factors excluding SUP (Support Reading Strategies), PER (Personal Reading Strategies), and extrinsic motivation that didn't show meaningful differences. Second, in the results of the correlation between learning motivation and reading strategies, reading strategies had correlation with four factors of learning motivation. Third, the effects of learning motivation on reading strategies had the results: GLOB (Global Reading Strategies) was affected by intrinsic, integrative, instrumental motivation in order, PROB (Problem Reading Strategies) by integrative, extrinsic, instrumental motivation in order. Also, the higher integrative and intrinsic motivation were, the higher SUP showed. When it comes to PER, intrinsic motivation greatly affected it followed by integrative and instrumental motivation. Forth, the correlation among reading strategies, learning motivation, and reading proficiency showed that three factors of reading strategies excluding SUP and all the factors of learning motivation were correlated with reading proficiency. In addition, the effects of reading strategies and learning motivation respectively on reading proficiency showed that in reading strategies, the higher GLOB was, the higher reading proficiency was, whereas the higher SUP was, the lower reading proficiency was. In learning motivation, the higher integrative and instrumental motivation were, the higher reading proficiency was. Lastly, the effects of reading strategies and learning on reading proficiency showed that reading proficiency was more affected by reading strategies than learning motivation. GLOB had an effect on reading proficiency followed by SUP, integrative motivation, and intrinsic motivation. Also, the higher SUP and intrinsic motivation were, the lower reading proficiency was.