The purpose of this study is to analyze the academic reading learning strategies of male and female student teachers. Participants in this study were undergrads with English Language Education majors at a state university in Yogyakarta. This is a quantitative study using the survey method. The data were obtained through questionnaires that contain closed and open-ended questions. To determine the different learning styles employed by male and female students, the quantitative data was evaluated using SPSS (Independent Sample T-Test). The data were also examined to see if there were any variations between male and female academic reading learning styles. To determine individual preferences in learning strategies, the responses of open-ended questions were evaluated. Despite the minor difference from the independent t-test result, the data demonstrated that male and female students had similarities and differences in their reading techniques. Moreover, the results are also analyzed using metacognitive and cognitive strategies framework in each phase of reading; pre-reading, while-reading, and post-reading activities.