Metacognitive strategies play a crucial role in Computer-Based Learning Environments (CBLEs). However, students often struggle to apply these strategies spontaneously during learning. Research demonstrates that metacognitive prompts can effectively guide students' awareness and help them monitor their learning progress, leading to improved outcomes. While studies have shown the benefits of metacognitive prompting in various domains such as clinical reasoning, biology, educational psychology, and social science, most focus on reading and writing tasks. There is limited research on problem-solving tasks, particularly in the engineering domain. To address this gap, we developed MetaGuru, a learning environment designed to stimulate learners' metacognitive strategies using prompts in electrical engineering circuit analysis problem-solving. In this paper we investigate the functionality of metacognitive prompts in engineering problem-solving with five participants. Participants solved circuit analysis problems within MetaGuru. We examined the functionality of prompts by collecting screen recordings and conducting semi-structured interviews. The findings reveal that while the orientation and planning prompts were effective, the monitoring and evaluation prompts showed limited effectiveness, highlighting the need for improvement in these areas. [For the full proceedings, see ED665357.]