It was hypothesized that college students' metacognitive behaviors would predict their reading achievement scores. Nelson-Denny Reading Tests scores were obtained for each of 66 students in undergraduate reading methods courses, and these students were asked to introspect about their behavior as they read an article related to course work. Becoming distracted and rereading were by far the most frequently mentioned behaviors. A regression equation that explained 59.8% of the variation in raw scores contained the five predictor variables reading for meaning, rereading, selectively reading, adjusting reading speed, and behavior (a variable used to check whether the number of behaviors itself correlated with reading score). A second regression equation containing only the four metacognitive behaviors explained 58.6% of the raw score variation. The data suggest that high scoring readers are more actively involved in reading, and that the four predictor variables discriminate between high and low reading scores. The students with higher scores were conscious of more behaviors during reading than were lower scorers. The behaviors that showed relative passivity in reading, such as becoming distracted, were neither positively nor negatively associated with reading scores, apparently occurring as natural phenomena for all readers. (RL)