This study invested 24 effective and 16 ineffective problem-solving kindergarten children's awareness of metacognitive self-regulated learning (MSRL) while watching other child's problem-solving behaviors. The model in a video performed a task with a trial-and-error approach and finally asked for help. After watching the video, children were asked how they could help the model. All interviews were transcribed and analyzed using a content analysis method. The research findings indicate that there were several differences between the effective and ineffective children in their awareness of other child's MSRL. Effective children considered monitoring processes related to their understanding of the task goal and nature of a task and using cognitive state as important elements of the model's successful work, whereas ineffective children described separate elements unrelated to a task goal. [For the complete proceedings, see ED626149.]