In the current study the Metacognitive Awareness of Reading Strategies Inventory was adapted to the Greek secondary student population and the instrument's psychometric properties were examined. The inventory was administered to a sample of 632 students, aged 12-24, attending all secondary levels, from 68 schools in various urban, semi-urban and rural regions. Exploratory factor analysis was ... [Show full abstract] performed. A new factorial structure with only two factors (MARSI-2fGR) emerged. The new structure comprises 26 items divided between the textor subscale, for text-oriented reading strategies, and the textout subscale, for extratextual reading strategies. These two factors were discussed in relation to students' reading habits associated with the Greek national curriculum. The results shed new light on the way that students read academic or school-related material and provide evidence for the utility of the scale as a valid and reliable tool to assess metacognitive awareness of reading strategies.