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The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring in EFL students, Faculty of Education and Teacher Training UIN Walisongo Semarang. There is only one class which administered to be the participant of this study. It consists of forty-one students; ten male students and there are thirty-one female students. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps that learners take for improving their language performances. A quantitative analysis is employed. Based on the MARSI (Metacognitive Awareness of Reading Strategies Inventory) questionnaire, which consists of thirty-three items that should be responded by EFL in reading comprehension class. Categories of learners employed a Likert scale of reading metacognitive strategies. They are global reading strategies (M= 3.73), problem-solving strategies (M= 4.10), and support reading strategies (M= 3.38). The result showed that academic learners mostly apply the problem-solving strategies, followed by global reading strategies, and support reading strategies.