Background: There is a need to provide students with a repertoire of strategies to enable them to know what to use when and for what learning task. What they need to do is acquisition and use of the most important of skills; learning how to learn skills. Purpose: The present study aimed at investigating the effects of a suggested training program in some Metacognitive Language Learning Strategies (MLLS) on developing listening and reading comprehension of first year EFL students. Setting: Faculty of Education, Minia University, Egypt. Study Sample: The sample of the study consisted of 80 first year EFL majors at the Faculty of Education, Minia University. Intervention: The study adopted a pre-post experimental and control groups design. The experimental group was trained in some metacognitive language learning strategies embodied in listening and reading comprehension tasks, while the control group completed the tasks without any metacognitive training. Research Design: Experimental. Control or Comparison Condition: Subjects were divided into two equal groups: one as experimental (forty students) and the other as control (forty students). Data Collection and Analysis: A listening comprehension test, a reading comprehension test and an English Proficiency Examination were used to measure the effects of the programme. Data was analysed using t-test. Findings: The analysis of data using T-test revealed that the experimental group surpassed the control group in post-measurement of the listening comprehension test, the reading comprehension test and the English Proficiency Examination. Conclusion: It was concluded that training in metacognitive language learning strategies helped develop EFL learners' listening and reading skills and raise their language proficiency levels. Discussion of these findings, recommendations and suggestions for further research were made. (Contains 3 tables.)