The purpose of this study is to determine the metacognitive writing skill strategy awareness of secondary school students based on certain variables (gender, class level, reading habits, family interaction with writing activities, pre-school education level, and Turkish class grades). Under this context, this study adopted the descriptive survey method and the sample of this study consisted of 4,000 students. in a secondary school in Aydin which is a city located at the west part of Turkey. Data collection was conducted with "metacognitive writing skill awareness scale". Data were analysed with SPSS for Windows 21.00 statistical package program. The results of this study indicated that in terms of metacognitive writing skills strategy awareness, female students showed better results compared to male students, 8th grade students had lower scores compared to both 5th and 6th graders, students with reading habits had higher scores than students without reading habits, families with attention to writing had higher scores than families without attention to wiritng, students with pre-school education and without pre-school education had no significant difference, and there was a positive relationship between Turkish class grades and metacognitive writing skills strategy awareness status of students.