This study investigated whether significant differences exist between first and second language readers in their metacognitive awareness and perceived use of specific strategies when reading for academic purposes in English. Three hundred and fifty college students (141 US and 209 Moroccan) completed an instrument designed to measure their metacognitive awareness of reading strategies. The results revealed that despite the fact that the two student groups had been schooled in significantly different socio-cultural environments, they reported remarkably similar patterns of strategy awareness and reported usage when reading academic materials in English. Where differences were found, Moroccan students reported using certain types of strategies more often than did their American counterparts. These findings help to explain some of the differences and similarities between second language readers and those reading in their first language, which have only been seen in terms of deficiencies but not in other, presumably more beneficial or even neutral ways. (Contains 1 figure and 2 tables.)