The current research aims to explain male and female students’ ability in reading comprehension using metacognitive reading strategy and to analyze significant differences in the use this strategy. The study employed quantitative method and survey research design. The study involves 23 undergraduate students at International Class Program of English Education Department of UIN Walisongo Semarang in the academic year 2022/2023. It consisted of 16 females and 7 males. The data are collected through the reading test by Google Meet, a reading test used to find out students’ understanding of reading text using metacognitive reading strategy, then using the Online Survey Reading Strategies (OSORS) that spread using Google form link and online interviews using Google Meet. The strategies on the OSORS were scored on 1-5 scale. The data were analyzed through a simple calculation to find out the level of the use metacognitive reading strategy of the students, and the statistical test of Mann Whitney U test was conducted to know the difference between females and males. The results show that all of the students indicated high metacognitive reading strategies use. Despite there is a different level of metacognitive reading strategy use between female and male students, further analysis using the Mann-Whitney U test shows that the result is 3.59 (p>0.05) in the reading test and .184 (p>0.05) in the level of metacognitive reading strategy meaning that the difference is not significant. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.