This research study used a qualitative descriptive design. Its purpose was to analyze high school teachers' descriptions of their experiences with metacognitive awareness, metacognitive regulation, one-on-one communication with students about classroom assessment and pedagogy. American psychologist John Flavell framed the theory of metacognition: an individual's ability to think about his or her own thinking based on Dewey's theory of reflection. To set goals, individuals must engage in the two distinct processes of metacognition: metacognitive awareness, and metacognitive regulation. The data for this study was collected by conducting one-on-one, face-to-face verbatim interviews with 10 high school teachers from one school district in the State of Louisiana. The interviews mirrored Groenwald's interview protocol. Participants provided answers to open-ended questions which asked them to describe their experiences with metacognitive awareness, metacognitive regulation, one-on-one communication with students about classroom assessment and pedagogy. The researcher transcribed, hand-coded, and analyzed each interview. Themes, which emerged from the codes that were revealed through teachers' narrated descriptions in semi-structured interviews, showed direct interconnectedness between teachers' communication with students about classroom assessment, metacognitive awareness, metacognitive regulation, student achievement, individualized instruction, differentiated instruction, professional development, and professional learning communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]