Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.