This study examined the impact of explicit instruction on metacognitive reading strategies among 18 K-8 teacher candidates in a literacy methods course. They received weekly explicit intervention about these strategies over one semester. Collected data included pre- and post-scores of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) before and after intervention, quickwriting notes, literacy lesson plans, and reflection papers. The results showed that the teacher candidates increased their awareness of metacognitive reading strategies after the intervention. They also shared their positive attitudes toward learning about these strategies and plan to implement them in their future classrooms.