The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for students with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was designed using a qualitative method. In order to collect data, students were interviewed via the metacognitive interview format before and after the application of the intervention, and content analysis was used to analyze the data. Results of the study indicated that there was a positive change in text comprehension related to the metacognitive knowledge of the students between pre and post instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.