Strategies in language learning become an important thing in influencing learning achievement. Reading strategies are more effective and advantageous for students with lack of reading knowledge and for students with a lower standing skill to obtain reading understanding. Hence, in this occasion, this study is focused on correlating reading strategies and learning achievement. The researcher applied correlation design since it analyzes the relationship between two variables. The participants were 28 English department college students who are in 4th grade semester. In collecting data, the researcher used two instruments, questionnaire and reading test. The questionnaire was adapted from Metacognitive Awareness of Reading Strategies Inventory (MARSI) which is designed to evaluate adult readers’ metacognitive awareness and supposed the used of reading strategies. In reading test, 50 items of reading test are adopted from the Longman Complete Course. The students had to choose one of the five best options between (A), (B), (C), or (D). Then, the students write the answer on their answer sheet. The result of this study showed that the correlation coefficient between robtained was lower than rtable. Then, the level of probability (p) Sig. (2-tailed) was 0.410 which was higher than 0.05. It means that H0 was accepted and Ha was rejected. Lastly, it can be concluded that there was no correlation indicated that metacognitive reading strategy and student’s reading achievement associated each other. Key Word: Reading Strategies, Reading Achievement, Correlation.