The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner´s metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students´ metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.