In new trends of foreign language learning, learner-centered instruction is of high significance and the instructors must be aware of learners’ characteristics to adjust their teaching procedures to needs of learners. Among the extensive range of individual differences that intervene in the language learning process critical thinking disposition as an affective and learning strategies as a social-cognitive factor have caught remarkable attention. The current study was intended to investigate the relationship between critical thinking disposition and using writing strategies, as well as to find the level of writing strategy use among Iranian EFL learners. To this end, 90 TEFL students were selected as an available sample. Through Ricketts' Critical Thinking Disposition Scale and Writing Strategy Questionnaire, the students were assessed for their level of critical thinking disposition and writing strategies use. The results obtained from a Pearson correlation analysis indicated that the learners’ critical thinking disposition is positively correlated with the writing strategy use among these learners. The results also revealed that Iranian EFL learners adopted various strategies in their writing occasionally and with moderate frequency. They also inclined to use metacognitive and cognitive strategies more frequently than others.