This study aims primarily to investigate the impact of learning multiple foreign languages on the use of metacognitive reading strategies (MRSs) by foreign language teaching (FLT) department students. A number of factors such as gender, hand preference, class, and programme with reference to their belief orientation were also involved in the study. A five-scale Likert type questionnaire, consisting of 22 MRSs and 12 belief orientation items, was administered to 205 participants in the department of FLT at Çanakkale Onsekiz Mart University in Turkey. Post Hoc test indicated significant differences among the participants in different programs, evidencing the contribution of learning a second foreign language to the use of MRSs. Participants of the Japanese Language Teaching Programme implied that learners' preference of MRSs would develop hand in hand with their difficulty with the target language.