This paper presents the results of an experimental study conducted on 288 teachers regarding their metacognitive abilities and their utility in enhancing the scientific thinking process. These results have significant implications for the educational process, suggesting that the development of metacognition should be an essential component of both initial and ongoing teacher training, thus contributing to the formation of their scientific thinking. The study’s results indicated a significant increase in metacognition among teachers following the experimental intervention. The effect size was significant, indicating a strong influence of the intervention. The development of metacognition within the context of a program aimed at enhancing scientific thinking among teachers had a substantial impact on how teachers understand and manage their own cognitive processes.