The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2--5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and follow-up tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The mixed-model ANOVA results show a significant interaction in control processes in paper-based reading for students in fifth grade, a significant main effect of condition in evaluation practices in computer-based reading for all grades, and a significant main effect of condition in conditional knowledge in the paper reading assignment for all grades. The results suggest that students can benefit from focused instruction to apply metacognitive SRL skills between the two reading formats.