This study aimed to investigate the relationship between Metacognitive Knowledge and Reading Strategies as predictors of Comprehension Skills among Senior High School students. This study utilized a quantitative research method involving Senior High School students who answered the adapted and modified survey questionnaires.The study used three statistical tools- mean, Pearson correlation, and linear regression analysis- to accurately interpret the data. Based on the findings, there is a high level of metacognitive knowledge and reading strategies among Senior High School students. Furthermore, their overall level of comprehension skills is Very Satisfactory. The rejection of the null hypothesis validates the significant relationship between metacognitive knowledge and reading strategies in influencing comprehension skills. The results of the study showed that among the indicators of metacognitive knowledge, task knowledge best-predicted comprehension skills. On the other hand, among the indicators of reading strategies, problem-solving reading strategies and support reading strategies best-predicted comprehension skills. The schools may provide opportunities for students to develop their cognitive abilities and best approaches to be used for reading tasks since both play a crucial role in shaping students’ reading comprehension.