This qualitative study investigates the impact of metacognitive strategy instruction on students’ reading skills at an Islamic university in Indonesia. Drawing on Kwon’s (2024) Impact Theory—comprising four dimensions: knowledge, skill, attitude, and behaviour—the research explores the impact of metacognitive strategies on the students’ reading skills. Data were collected through in-depth interviews with 18 undergraduate English as a Foreign Language (EFL) learners. Thematic analysis revealed a consistent increase in students’ understanding of reading as an active, strategic process. Participants reported enhanced cognitive engagement, improved classroom interaction, greater motivation, and a noticeable shift in reading behaviours. These findings highlight the transformative potential of metacognitive strategies in shaping both the cognitive and affective aspects of reading, particularly in Islamic higher education contexts. The study recommends incorporating metacognitive instruction into reading curricula to foster self-regulated, reflective learners capable of navigating complex academic texts. Implications for EFL pedagogy and curriculum development are discussed.