The purpose of this research is to investigate the learners' interaction patterns when integrating a Collaborative Metacognitive Community (CMC) model within asynchronous text-based online learning in order to enhance their Higher Level Thinking Skills (HLTS). Message postings and reflective journals were extracted from learners' contributions and analyzed thematically. Interviews were used to gather learners' perspectives regarding the implementation of CMC in asynchronous text-based online learning. Furthermore, a checklist for HLTS was constructed to further examine the learners' interaction patterns. The results of this study revealed that learners who exhibited HLTS significantly in their message postings could be classified into three interaction patterns: proactive, progressive and partisan. Learners in the proactive group contributed to the highest number of message postings displaying HLTS. However, partisan learners were found to be dependent on others and contributed to the least number of message postings projected by HLTS. Implications of integrating the CMC model within asynchronous text-based online learning to enhance learners' HLTS and the recommendations for future research work are presented in this article.