This paper reports findings from a study on metacognitive awareness of reading strategies between different genders among students who learned French as their third language in one of the states in Malaysia. A total of 151 students were asked to complete the Survey of Reading Strategies Inventory (SORS) as translated in the Malay language. However, after data analysis, only the data from 123 respondents could be included in the report. A significant difference between genders is indicated only in global, support and overall strategies, but not in the problem solving strategy. At item level, the result revealed that only a few items reflected significant difference between genders. The results showed a high frequency of usage in all three strategies in SORS with the highest mean in global strategy, followed by support strategy and then problem solving strategy. In addition, the results also showed a strong correlation between the three dimensions. Implications of the finding are discussed in relation to foreign language learning.