The purpose of this study was to determine effects of implementing metacognitive practices on the engagement of students in secondary mathematics courses. The study was guided by two primary inquiry questions that focused on the current implementation of metacognitive practices in the mathematics courses as well as the perceived change in student engagement while using metacognitive practices during problem-solving experiences. This study analyzed qualitative data gather via: teacher interviews, observations of lessons, and focus group discussions. Teachers participated in workshops on metacognitive practices and then implemented them into three of their lessons. The data revealed that before the workshops, the teachers did not fully use metacognitive practices in their instruction. However, through the professional development, data suggest that the teachers were able to adjust their instruction to include metacognitive problem-solving frameworks. All three teachers in this study perceived an increase in their students' engagement while using metacognitive frameworks for problem solving, though all three teachers reported a significant time investment needed to properly implement the problem-solving framework. The study also proposes next steps on how to leverage the perceived engagement due to implementing metacognitive practices for improving the system toward increasing the enrollment of low SES students in advanced-level mathematics courses. [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.]