The aim of this study is to analyze the level of Turkish language pre-service teachers metacognitive reading strategy use by various variables. Relational screening model is used in the study. Participants are 342 Turkish language pre-service teachers studying in the Turkish Language Education Program of a university located in the Western part of Turkey. The “Metacognitive Reading Strategy Scale,” adapted to Turkish by Çöğmen and Saracaloğlu (2010), is used in the study. T-test analysis is used for the bivariate data and one-way analysis of variance is used for the data with more than three variables. The analyses demonstrate that there is no significant relationship between the class level (seniority) of pre-service teacher and their metacognitive reading strategies, that there is a significant difference between pre-service teachers gender and their learning and guessing strategies, and that there is a significant difference between their education types and guessing strategies. Preservice teachers report viewing themselves effective in imagining descriptions, re-reading texts when they have difficulty in understanding them, having an idea about the reading difficulty or ease of a text, activating their background knowledge about the subject to help their reading comprehension, and assessing texts while reading them.