Metacognitive reading strategies take a significant role in the reading comprehension and eventual learning outcomes among learners (Raster, Kermani, & Kabhir, 2017). As such, the purpose of the present study was to explore the graduating pre-service teachers’ metacognitive awareness on reading and their test anxiety towards the Licensure Examination for Teacher (LET). With these objectives, 50 randomly selected preservice teachers in one of the higher education institutions took part in this study. In order to obtain the required data, two instruments were adopted: survey of Metacognitive Awareness of Reading Strategies Inventory by Moktari and Sheorey (2002) and a Test Anxiety Inventory. After collecting the required data, the statistical procedures were done through the use of descriptive statistics. The findings of this study revealed that respondents mainly prefer problem-solving followed by support reading and global reading strategies. On the other hand, it was found out that their main source of anxiety is about their future security rather than about not being prepared for a test. Moreover, anxiety is expressed through thought disruptions rather than bodily reaction. Based on the results, it can be deduced that the respondents employ problem solving strategies in taking examination. Hence, it is recommended that pre-service teachers shall be given sufficient time to practice rationalizing items in an examination to reduce anxiety during the Licensure Examination for Teacher which will yield improvement on the institutional results.

Metacognitive, Text Anxiety, Licensure Exam for Teachers, Problem Solving Strategies