This study investigated the relationship between metacognitive strategies and reading comprehension in first grade high school students. Using a descriptive correlational, quantitative, non-experimental design, data from 59 students were analyzed. One hundred percent of the total population was used as the sample. The results showed a significant positive correlation (Tau-b-Kendall = 0.787; p-value = 0.000) between the two variables. supporting the hypothesis that the effective use of metacognitive strategies improves reading comprehension.