While elementary teachers encourage students to monitor their own reading and give them strategies to comprehend the text and build their vocabulary, middle school teachers stop modeling and encouraging these strategies but still expect that students are cognizant of metacognition and strategies. As a result, more students are entering college unable to meet the necessary requirements for reading in a domain in which learning is dominated by reading expository text. Therefore, it is crucial that best practices are researched and developed at the college level for instructors to teach, model and develop these strategies. Students will then have increased comprehension for expository text which will allow them to successfully navigate college reading expectations as well as increase their self-efficacy. The benefits of instilling solid metacognitive awareness in students from kindergarten through post-secondary grades will carry through a lifetime of learning and succeeding. The purpose of this study was to determine the impact specific metacognitive strategies had on student comprehension as well as student self-efficacy in the Developmental Reading program in a large Chicago suburban community college. The study was conducted using a quasi-experimental quantitative comparative design. Data from the Test of Adult Basic Education (TABE) and a Likert-like survey called the Metacognitive Awareness of Reading Strategies Inventory (MARSI) were administered both as pre and post-tests. The results of this study showed a gap exists in this area of instruction beginning in middle school and stretches through college. The data indicated metacognitive strategy instruction has an impact on college remedial students in the area of reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]