This paper aims to explore the application of the metacognitive theory in second language (L2) reading process. I begin by providing a general review on the notion of metacognition and its contributions to learning and teaching. Next, I synthesize the studies which adopted the notion of metacognition to explore the reading process of a second language. The synthesis will be followed by an analogy of metacognitive knowledge and an analogy of metacognitive regulation. The paper ends with suggestions for future research