Metacognition is considered by most educationists to be an element necessary for many cognitive learning tasks. In general, within problem solving tasks, procedural, factual, and conceptual knowledge, by themselves, are insufficient for successful task completion. To be successful, the problem solver must usually demonstrate higher level cognitive skills, i.e., metacognitive strategies, including the planning, the monitoring, the controlling, the selecting, and the evaluating of intellectual activities. This study of students' metacognitive strategies was conducted in Singapore with more than 670 secondary and pre-university students from 13 schools over a 2-year period. A 20 item questionnaire for self-reporting about metacognitive beliefs, about the use of metacognitive strategies during mental tasks involving memory, comprehension, and problem solving techniques, and about attitudes towards the learning of specific academic subjects was administered to 8th, 10th, and 11th grade students. These students were enrolled across three distinct academic courses of study (general, science, and the arts) with each domain being subdivided into three different academic streams or tracks (special, normal and express), that are described in detail. No significant differences were found in the frequency of use of metacognitive strategies among the students from the different courses of study, yet within each of these courses of study, the normal track students exhibited less frequent usage of metacognitive strategies than those students within the express and special tracks. (JJK)