The purpose of this study is to investigate the metacognitive reading strategies employed by thirty Royal English Medium secondary school, Mumbai (India). A questionnaire adapted from Metacognitive Awareness of Reading Strategies Inventory (MARSI). Findings indicated that the secondary school students have a great preference in utilizing the Problem-Solving Strategies as compared to Global Reading Strategies or Support Reading Strategies. The results of this study should help language practitioner to train students on how to adapt or use different strategies effectively when reading different types of text.