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An increasing number of foreign language assessments are employing integrated writing tasks that involve different language modalities such as reading or listening (Plakans, 2009b). Thus, it is necessary for understanding how test-takers use strategies to complete their integrated tasks. This study investigated what strategies Korean learners of English used in an English integrated-reading-to-write task and its relationship to test performance, using quantitative and qualitative approaches. 41 Korean college-level students participated in completing an English integrated reading to write task. For quantitative data, the survey results on the participants’ strategy use and their writing performance results were collected. For qualitative data, focus group interviews were conducted. The survey questionnaires were modified by the Strategy Inventory for Integrated Writing (Yang & Plakans, 2012) which includes three strategy categories: self-regulatory, discourse synthesis, and “test-wiseness” of strategy use. The results revealed that Korean learners of English used goal-setting and self-regulatory strategies more often than discourse synthesis strategies such as connecting, selecting, and organizing. The participants’ self-regulatory strategy use had a positive impact on their performance, however, the participants’ “test-wiseness” strategy use had a negative impact on their performance. The findings provide pedagogical implications for second language assessment, learning, and teaching.