In recent years metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self awareness including awareness of ourselves as learners helps us to learn more effectively. Also metacognition on self awareness of readers helps the reader to reconstruct a deeper understanding of a text, he is reading. Different kind of texts needs different reading strategies and consequently different ways of metacognitive thinking, which have to be developed in the frame of school curriculum. Literature curriculum should in this context develop reader’s reception metacognition. The article draws upon research currently being undertaken in Slovene schools on teachers’ competence to develop the readers’ reception metacognition of children as readers in schools. It presents the results of the study, where the lack of knowledge about reader’s reception metacognition and the lack of knowledge about the strategies for developing reader’s reception metacognition were established. The article also presents the results of teachers training course for developing reader’s reception metacognition on teacher’s competence for developing reader’s reception metacognition.