Recent research suggests that clickers (electronic feedback devices) influence metacognition. This article reports qualitative findings from a quasi-experimental study comparing clickers and low technology polling. We sought to establish how clickers influence metacognition and whether differences exist in how each response system influences metacognition. The qualitative data collected includes an open-ended survey administer to all study participants (n = 198), informal observations, and interviews conducted using purposeful sampling. While low technology polling appears to elicit more metacognition than clickers, negative feelings and conformity affect also increase. Clickers result in positive feelings and reduction of the conformity effect. In addition to significantly higher performance outcomes, findings indicate polling systems result in different qualities of metacognition, meaning either more or less productive, and either self-reflective or group reflective. These differences contribute to the degree to which the environment is learner centered.