Second language reading motivation, reading strategy and reading proficiency have been extensively studied by second language researchers around the world. Although a large number of studies confirmed positive relationships between these three constructs, more access to second language reading and new ways of instructing reading have necessitated on-going research on these constructs.In this study, 283 non-English majors from a Chinese university were selected as subjects. The study used 65 items with 6-point Likert scale to measure reading motivation, reading strategy use and self-perceived reading proficiency. In addition, the subjects’ English reading scores were collected. The collected data were analyzed through various statistical tools that included descriptive statistics, correlation analysis, ANOVA, confirmatory factor analysis, structural equation modeling, cluster analysis and discriminant analysis.The study found that the L2 motivation level of the subjects was low in general and there existed some statistically significant differences between the high reading score group and the low reading score group in reading motivation and strategy use. It also was found that Chinese students’ over compliance with their teachers’ instruction may have had some negative effects on their extrinsic motivation. Through the cluster analysis, subjects were divided into three groups based on their L2 reading motivation scores. In the subsequent discriminant analysis, it was found that the accuracy of predicting the subjects’ original groups by their reading strategy use was 54.4%; the most discriminating predictor was “advanced comprehension strategies”.The findings of this study suggested that EFL teachers should attempt to stimulate both students’ intrinsic motivation and their autonomous reading behaviors. The other implication of the study was that EFL students should be instructed to be aware of the importance of L2 reading motivation and L2 reading strategies for improving their L2 reading proficiency. Key words: reading motivation, reading strategies, reading proficiency, discriminant analysis, cluster analysis