Metacognitive reading strategies are used before, during and after reading, and raise awareness of the reading process. These strategies are crucial for the individual to be able to regulate their reading processes, to realize and remedy their deficiencies, and to be effective in the process of reading, comprehending and learning. Reading strategies enable the individual to become more active in their own reading and comprehension processes, which, in turn, encourage them to make more informed, conscious and critical readings and improve their attitudes towards and interest in reading. The aim of this study is to determine the relationship between prospective teachers' metacognitive reading strategies and reading motivation. The study also examined whether metacognitive reading strategies and reading motivation differ in terms of gender, department, academic success and reader type. The study presents a screening model and has a relational nature. 217 students from different classes and departments were included in the study. Data were collected using "Metacognitive Reading Strategies Scale" and "Adult Reading Motivation Scale". Descriptive statistics such as arithmetic mean, standard deviation, and t test, unidirectional variance analysis and correlation analysis were used to analyze the data. As a result of the research, it has been determined that there is a positive significant relationship between pre-service teachers' reading motivations and metacognitive strategy use. In addition, it was found that the use of metacognitive strategies differed significantly depending on the department and reader type and reading motivations depending on gender, academic success and reader type.