Given that the metacognitive orientation of a group of students depends on their metacognitive awareness, to assess the strength of this relation and its role in academic achievement, a cluster sample of 213 high school students with the average age of 16.88 years was given two measures on metacognitive orientation and awareness. Data analyses confirmed the existence of a significant and positive relationship between the three constructs. Furthermore, student's metacognitive awareness is a function of classroom interaction, group metacognitive demands, and teacher's support and encouragement; just as academic achievement is best predicted by the same factors. Although there was no gender difference in metacognitive constructs, a significant difference between male and female students in academic achievement was observed.