Undergraduate research experiences are a documented high-impact practice affecting student learning, attitudes, and career outcomes. However, many of these reported benefits are associated with longer-term research experiences. This study pilots the use of a small group metacognition activity in a 10-week summer undergraduate research program. It was hypothesized that early intervention with metacognition activities in group settings could improve student outcomes by reducing early challenges in the onboarding process. The efficacy of the group metacognition activity was evaluated with a postprogram survey employing a Likert scale. The outcomes of this pilot study suggest that small group metacognition activities can reduce research anxiety, promote cohort building, foster peer-to-peer learning, and encourage self-improvement throughout the research program.