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This article reports on a study that investigated the impact of metacognitive strategy instruction on reading comprehension in English as a second language (ESL) among 67 Year-1 Secondary students in Singapore. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the University of New South Wales, International Competitions and Assessments for Schools, (UNSW ICAS) English competition Paper F (2008) were respectively used to measure the students' extent of metacognitive awareness and reading comprehension ability. In addition, qualitative data on student experiences with metacognitive strategy instruction was collected via semi-structured interviews. The intervention involved the explicit teaching of metacognitive strategies via the Reciprocal Teaching approach. The findings corroborated previous research that there is a relationship between metacognitive awareness-raising …