Volition helps students who are in the reading process to achieve their objectives. It converts their motivation into actual actions they need to undergo to reach the predetermined goals. Such actions may include the use of strategies, whether to manage their cognition, emotions, or distractions, that may elevate their reading comprehension and ultimately the desired achievements in conducting such activity. Metacognitive reading strategies can be beneficial to assist students in regulating those aspects. Therefore, students' volition may predict the use of metacognitive reading strategies, as volition drives students to use strategies in general. However, previous studies rarely investigate the correlation between students' volition and the use of metacognitive reading strategies. Hence, this study aimed to explore vocational high school students' volition and the correlation between their volition and their metacognitive reading strategy use. A close-ended survey questionnaire was administered to 204 vocational high school students to collect quantitative data. The results showed that students had high volition for their reading and they applied metacognitive reading strategies. The correlational analysis showed a significantly moderate correlation between volition and metacognitive reading strategy use. The results of this research can be used to improve students' volition and reading strategy use in achieving their reading goals.