There has been less research available on the integration of metacognitive reading strategies into regular English courses in high schools. Therefore, this action research study was a modest attempt to search the impacts of a reading strategy instruction on students' metacognitive awareness. To this end, a 10-week metacognitive reading strategy instruction model based on O'Malley and Chamot's (1990) classification was designed. The participants consisted of 25, 10th grade students of a state high school in Turkey. Skimming, scanning, K-W-L, visualization, think aloud, annotating, reciprocal and self-assessment strategies were contained in the strategy training program. The researcher diary and semi-structured interview sessions were employed to obtain qualitative data. The Metacognitive Awareness Reading Strategies Inventory (MARSI) was employed to determine the students' perceived use of metacognitive awareness. The findings revealed statistically significant increase in the participants' perceived use of the strategies in all sub-scales and overall use. The results also indicated that the students employed problem solving strategies the most, followed by global strategies and finally, support reading strategies. Furthermore, it was not found gender effect on the employment of reading strategies.