The purpose of the research was to establish the contributions of the use of metacognitive strategies in the level of inferential reading comprehension in 5th-grade students of the IED El Carmen in the city of Santa Marta. The population consisted of 380 elementary school students, from strata 0, 1, and 2, between 9 and 11 years old, with a non-probabilistic sample of 34 students. Non-experimental field research was applied with a mixed nature approach, following a post-positivist paradigm. The standardized test named Evaluar para Avanzar (Evaluating for Advancing), designed by the Colombian Institute for the Evaluation of the Quality of Education, ICFES (2020), and the Metacognitive Abilities Inventory (MAI), designed by Schraw & Sperling (1994) and validated by Huertas et al. (2014); implemented in the usual classroom space, were used. Quantitative and qualitative results were obtained through which it was established that the contributions of Metacognitive Strategies to the level of Inferential Reading Comprehension in 5th-grade students had a greater representation in the strategies of Organization, Monitoring, and Planning with a predominance of Declarative and Macrostructural inferences, with a positive correlation between the categories of Metacognitive Strategies and Inferential Reading Comprehension.