Reading is the most fundamental tool for learning for students. Learning and implementing special reading strategies and specializing in the implementation of such strategies enable not only a more efficient use of time but also an easier and more sustained period of reading. Increasing brain power at the time of reading is directly related to developing strategic reading skills. The student who is made aware that the thinking process requires the use of metacognitive strategies can develop strategic reading skills and think about the process of thinking. This research examines the relationship between the use of metacognitive strategies and the reading comprehension levels of students.