During the past decade the relationship of self-regulated learning (SRL) to academic success has been extensively explored but the impact of metacognition in this process has not been thoroughly examined. This study examined the relationship of metacognitive knowledge monitoring (MKM) to classroom performance. Eighty-four undergraduate students in an introductory educational psychology class completed ten weekly in-class tests in which they were allowed to choose test questions. Students were asked to identify the number of hours they studied, their level of confidence, and to predict their test results after completing the test but before it was graded. High achieving students were: more accurate at predicting their test results; more realistic in their goals; more likely to adjust their confidence in-line with their test results; and more effective in choosing test questions to which they knew the answers. The study supports the relationship of metacognitive knowledge monitoring to self-regulated learning and academic success. (Contains 1 table, 1 figure, and 1 footnote.)