The purpose of this study was to determine whether students from different academic settings differ in their usage of metacognitive strategies in mathematical problem solving, and if they do, what the differences are. A questionnaire was administered to students at various levels from academic tracks and academic streams requiring them to self-report on: (1) their metacognitive beliefs; (2) their usage of metacognitive strategies in mental tasks involving memory, problem solving, and comprehension; and (3) their attitudes towards the learning of various academic subjects. Twenty items from the questionnaire were categorized according to orientation, organization, execution, verification, and beliefs. Within each category, the frequency of usage of these metacognitive strategies as reported by students were averaged, analyzed, and interpreted. An introduction, objectives, method, results, discussion, and research implications are included. The means of items by stream and level are appended. (KR)