This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of reading strategies overall. Problem-­solving strategies were most preferred by ELLs, followed by Global Reading strategies and Support Reading strategies. Although the differences in strategy use by reading proficiency were not statistically significant, ELLs with intermediate proficiency in reading reported using more strategies. Finally, ELLs who considered themselves advanced readers reported using more strategies.