Reading is considered as a lifelong skill. To achieve this skill, researchers believe that development of metacognitive strategies is one of the requirements, especially for second language readers, as it supports understanding and improves comprehension. This quantitative research aimed at investigating young learners’ metacognitive knowledge about reading strategies keeping grade and gender as two major variables. For this purpose, twenty students of grade III and twenty students of grade VI studying in a non-elite English medium school were purposively chosen as participants. The data were gathered using a self-report instrument, Metacomprehension Strategy Index, MSI (Schmitt, 1990). The results of the study supported all the hypotheses as the sixth graders were more aware of metacomprehension strategies than the third graders and the girls had higher metacognitive level than boys. Besides, summarising and applying fix-up strategies was the highest reported metacomprehension strategy. However, considering the overall population of the study, the results were alarming as majority of the students were unaware of the reading strategies used for better comprehension. Hence, it is suggested that school teachers should be aware of their own thinking process and model different reading strategies using think-aloud protocols, which would improve young learners’ level of awareness of metacomprehension strategies.