In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language Institute [ELI]), intermediate (undergraduate students), and advanced readers (graduate students). When analyzing the scores of 98 students, no positive correlations were revealed between the students' academic performance and their scores on the SORS. However, ELI students self-reported the most frequent use of metacognitive reading strategies, compared to undergraduate and graduate students. (Contains 1 figure and 2 tables.)