The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of learners to take responsibility and control for monitoring and managing learning in a community of inquiry. Pragmatic challenges are explored through an analysis of recent research and a discussion of implementation issues. It is emphasized that shared metacognition is shaped by the teaching presence construct (planning, facilitation, and direction instruction) and its overlap with cognitive presence operationalized by the phases of the Practical Inquiry model (problem defining, exploration, integration, and resolution). The manuscript concludes with a discussion of the potential for future research associated with shared metacognition and the use of a quantitative shared metacognition questionnaire.