The study investigated the comprehension monitoring strategy for enhancing achievement and interest of low achieving senior secondary two students in reading comprehension in Enugu State Nigeria. Two research questions and two null hypotheses guided the study. The design of the study was a quasi-experimental non-randomized pretest-posttest control group design involving one experimental group and one control group. The sample consists of 127 low achieving senior secondary school class two students from two schools in Uzo-uwani LGA in Nsukka education zone of Enugu State. Two instruments used for the study were a researcher-constructed “Test of Comprehension (TOC) in two forms – I and II and a Reading Comprehension Interest Scale (RCIS). These were validated by experts and used for data collection. Mean and standard deviation were used to answer the research  questions while analysis of covariance was used to test the hypotheses. Major findings of the study reveal that exposing low-achieving students in the skills associated with comprehension monitoring strategy has facilitative effect on their reading comprehension achievement and interest. Based on these findings, conclusions were drawn and it was recommended among others that teachers should take time to expose the low-achieving students to well planned learning strategy instruction by explaining and demonstrating the learning strategies that can enable students to read, understand and also solve other academic problems.