This study explores the domain of metacognitive strategies applied by autonomous learners to their academic performance and to address the research problem stated. It comprised the following; level of metacognitive strategies employed by the learners in terms of planning, monitoring, evaluating and reflecting, performance of the learners in english in terms of written works, performances tasks,quarterly exams and the significant relationship between Metacognitive Strategies employed by autonomous learners to their academic performance On the other hand, descriptive method of research was utilized in this study. A questionnaire was formulated and given to one hundred twenty-eight (128) respondents, who were selected purposefully as Grade 9 students who had an average final grade of 90 percent in English for the first two quarters of the present school year at Pag-asa National High School. The 34-question self-made survey questionnaire focused on the various metacognitive strategies employed by the learner in terms of planning, monitoring, evaluating, and reflecting strategies. The findings revealed that the level of learners in using metacognitive strategies in terms of Planning, Monitoring, Evaluating, and Reflecting was remarked as strongly agreed and was very high among the respondents. As to the academic performance of the learners in English in terms of written works, academic performance underscores the exceptional performance of the students collectively. Moreover, the academic performance of the learners in English in terms of quarterly examinations for the first and second quarters was both very satisfactory, indicating an overall improvement in academic achievement. From the results, some indicators show a significant connection; however, other indicators do not display a significant relationship. The researcher found out that several students, as respondents to the study at Pag-asa National High School, did not use some of the strategies suggested. It could indicate that even in the absence of a specific strategy, students continue to learn and acquire knowledge. It recommends that the findings of the study be applied to provide students with a better grasp of particular metacognitive strategies when comprehending texts in English. Students can improve their capacity to plan, monitor, assess, and reflect on the results of their learning by incorporating these strategies into their learning processes. This proactive strategy eventually facilitates students’ academic performance by cultivating attention and expertise in picking the most effective strategies specific to various learning tasks.