Reading has the power and potential to facilitate language learning process and it also plays a critical role in enhancing learners' way of thinking. With reference to the crucial place of reading in the process of language learning, the present study was guided by two concepts, namely reciprocal teaching, and global reading strategies, and it was aimed to examine the impact of strategy instruction, conducted through reciprocal teaching, on Turkish EFL learners' perceived use and metacognitive awareness of global reading strategies and L2 reading comprehension. 23 tertiary EFL learners took the Metacognitive Awareness of Reading Strategies Inventory (MARSI) twice, while reading comprehension tests were administered three times to all the participants. The data obtained through the reading comprehension tests were analysed by computing one-way ANOVA with repeated measures, and a paired samples t-test was run to analyse MARSI findings. The results revealed that reciprocal teaching has facilitative effects on improving the participants' L2 reading comprehension and fostering their perceived use and metacognitive awareness of global reading strategies. In this connection, it can be suggested that reciprocal teaching should be included in the agenda of EFL teachers to help learners become accomplished readers in L2.