Abstract: This study aimed to investigate the relationship between metacognitive awareness of reading strategies of Iranian university students across three English majors: English Language Teaching (ELT), English Literature (EL), and English Translation (ET), and their reading comprehension skill. Participants in the study were 26 ELT, 26 EL, and 25 ET students including both males and females from Islamic Azad University, Tabriz Branch. The groups’ initial homogeneity was verified via a Preliminary English Test (PET) and a reading comprehension test. Their metacognitive awareness of reading strategies was also measured through the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari & Reichards, 2002). Statistical analyses of the research data indicated that ELT students obtained significantly higher mean scores in reading comprehension and strategy awareness than EL and ET students who were not significantly different from each other. The correlation analyses revealed that students’ reading comprehension and metacognitive awareness of reading strategies were correlated in all of the three groups. The results emphasize the role of strategy use as a device to improve English students’ reading comprehension and have implications for material developers and English teachers.