The aim of this research is to find out the correlation between (1) metacognitive experience and reading skill; (2) grammatical mastery and reading skill; (3) metacognitive experience, grammatical mastery simultaneously, and reading skill. This is a correlational research method which is a kind of quantitative research. The population of the research is the fourth-semester students in the English Education Department of Sebelas Maret University during the 2024/2025 academic year. The samples are 40 students taken by cluster random sampling. The instruments to collect the data are metacognitive experience questionnaire, grammatical mastery test, and reading test. The techniques used to analyze the data were Single and Multiple Linear Regression and Correlation. The result of this research shows that (1) there is a positive correlation between metacognitive experience and reading skill. (2) There is a positive correlation between grammatical mastery and raeding skill. (3) There is a positive correlation between metacognitive experience, grammatical mastery simultaneously, and reading skill. The result of this research shows that metacognitive experience and grammatical mastery are aspects that support reading skill. The students who have higher metacognitive experience and/or grammatical mastery have better reading skill than those having lower ones. Furthermore, metacognitive experience and grammatical mastery can be applied in teaching and learning process to improve the students’ reading skill.