The crucial issue of the role of metacognitive awareness in reading will be stated by knowing and understanding two dimensions of metacognitive ability: “knowledge of cognition and regulation of cognition”. Students who metacognitively active will aware of their own cognition and demonstrate strategy consciously in the learning process in order to accomplish the learning goals. Therefore, metacognition will likely to give beneficial phases in the learning process, particularly by helping students to plan and use resource more effectively, to monitor their learning progress accurately, and to evaluate their performances. This study is descriptive qualitative which is designed to (1) know the students’ difficulties, both from high and low level achievement in reading academic text and (2) what metacognitive strategies the students used to overcome their problems in reading academic text. This study employed two questionnaires to collect the data respectively; the MRAQ (Metacognitive Reading Awareness Questionnaire) and the MRSQ (Metacognitive Reading Strategies Questionnaire). This study found that each group of students with different level of reading achievement described the various different metacognitive strategies to overcome problem in reading academic text.