This study examined the use of metacognitive reading strategies in the problem-solving process of advanced Chinese Korean learners. The background knowledge of learners’ metacognitive reading strategies and were investigated and compared with those used in the actual reading process, thus revealing the differences between learners’ ‘perception’ and ‘use’ of such strategies. In addition, the learners’ characteristics were derived by combining the observed aspects and the contents of the post-interviews, and analyzed in terms of ‘metacognitive knowledge’, ‘metacognitive regulation(skill)’, and ‘metacognitive experience(attitude)’. This study is significant in that it provided basic data for teaching metacognitive reading strategies.