In this study, qualitative evidence is collected--through classroom observations and teacher and student interviews--to study the effect of metacognition and the interaction between students' observable cognitive behaviour and the instructional task. This qualitative data is analysed to identify what factors support and improve students' metacognition. The evidence is then used to determine how teachers can help students acquire metacognitive abilities. The evidence suggests that explicit teaching is required for students to acquire and apply metacognitive processes. Several methods for enhancing metacognition are recommended. Among these is the use of student learning/thinking logs (Calkins, 1986), as they provide information about how students are learning and provide a focus for teaching practice. The pedagogical implications of this research suggest that explicitly teaching metacognitive strategies to students should improve instructional effectiveness. This study also explores the literature regarding metacognitive teaching and learning and the effects of increased knowledge on this subject. It focuses on the complex mechanisms by which teaching and learning occur, specifically examining the relationship between research about metacognitive practice and the processes of learning and cognition that improve students' performance.