Abstract
The current study was conducted to explore the role of Metacognitive skills in prospective teachers' academic performance. Qualitative research was conducted. The Interpretivist paradigm has been followed for this study. This study was a follow-up of a quantitative experiment The sample of four male and four female prospective teachers enrolled in the B.Ed Honors in a public university has been selected with the help of a purposive sampling technique. A semi-structured interview protocol consisting of 10 items was used for the data collection. The data was analyzed with the help of Thematic analysis. According to the research participants' views, they not only learnt Metacognitive skills but also used them during their studies and task performance. They found these skills helpful in conducting the tasks successfully and effectively. So, it is recommended that teacher educators should use Metacognitive development strategies to develop these skills in prospective teachers.
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