This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility. Through the use of interviews, think-aloud protocols, informal observations and document analysis, the following outcomes of instruction were uncovered: increased knowledge of reading strategies, ability to use the strategies successfully to change overall reading behavior, and understanding of the strategies' value. The combination of these outcomes seems to have contributed to the students' ability to self-regulate while reading.