The ultimate objective of reading skills education is to train individuals who can fully comprehend what they read. In the present study, the correlation between reading strategies metacognitive awareness and reading comprehension levels of 7 th grade students in middle school and whether these variables differed based on the gender variable was investigated. The study was conducted with the survey design, a quantitative method and included 217 middle school 7th grade students, it was determined that the mean supporting reading strategies and general reading strategy, scores of the students were intermediate, the mean problem solving strategy score was high, and the mean reading comprehension score was low (16,793 ± 5,985 [Min = 3, Max = 33]). It was also determined that reading strategies metacognitive awareness levels of the students differed based on gender favoring the female students in all subscales. It was concluded that reading comprehension levels of the female students were higher when compared to the male students.