Metacognition and self-effcacy are important components of self-regulated learning. Given the academic and personal upheaval that students experienced, and given faculty-observed declines in certain academic skills and student mental health throughout the COVID-19 pandemic, this study hypothesized that students would report lower self-effcacy and metacognitive self-regulation upon entering an upper-division Human Anatomy and Physiology course in fall 2022 compared to fall 2019. Students reported self-effcacy and metacognition at the beginning and end of both semesters using the MSLQ metacognitive self-regulation (revised) and MSLQ self-effcacy for learning and performance subscales, respectively. Data indicate that students not only reported higher self-effcacy and metacognitive self-regulation at the beginning of the course, but also continued to report higher self-effcacy and metacognitive self-regulation throughout the course. It may be that the unique academic and personal challenges presented between March 2020 and September 2022 required students to develop improved metacognitive practices and strengthened students’ academic self-effcacy. Alternatively, it may be that some combination of high academic and personal turmoil, isolation from other students and faculty, and/or lowered faculty expectations throughout the COVID-19 pandemic skewed students’ frames of reference for self-reported measures. No support or funding was received for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.