Metacognition, often described as “thinking about thinking,” has emerged as a critical factor influencing student learning outcomes. It encompasses learners’ ability to plan, monitor, and evaluate their cognitive processes during academic tasks. This paper explores the role of metacognitive awareness and strategies in enhancing academic performance across diverse educational settings. A review of theoretical perspectives, empirical studies, and classroom applications highlights that students with higher metacognitive skillsdemonstrate improved problem-solving, critical thinking, and self-regulated learning. The study also addresses the challenges of integrating metacognitive instruction into traditional curricula and emphasizes innovative approaches for fostering reflective learning practices. Findings suggest that embedding metacognitive training into pedagogy can significantly enhance learning outcomes, equipping students with lifelong learning competencies. Keywords: Metacognition, Student Learning Outcomes, Self-Re