The present study aimed to explore the relationship between reading attitude, motivation, and the metacognitive awareness of reading strategies (MARS) of adult English as a Foreign Language (EFL) learners. Ninety-seven Iranian intermediate EFL learners participated in the study after a multi-stage sampling. The initial analysis suggested high correlations between the variables of attitude, motivation, and the metacognitive awareness of reading strategies. A mediation analysis using structural equation modeling was conducted to examine the intervening effect of MARS on the effect of attitude on motivation. The proposed model confirmed the mediational hypothesis with a good fit. The findings bear notable implications which are discussed in light of the study outcomes.