This study aimed at investigating the relationship between reading attitude, personality, self-regulation and metacognitive awareness of reading strategies of secondary school students. In order to carry out the aim four scales were used to 419 high school students in Kirsehir province in Turkey. It was used Lisrel 8.80 and SPSS software to construct structural equational model about relationship reading attitude between other variables. In addition while metacognitive awareness of reading strategies and personality was significant predictor of reading attitude. On the other hand self-regulation was not significant predictor of reading attitude. As a result it can be said a student who has metacognitive awareness of reading strategies and responsibility have higher reading attitude level than others.