Abstract: Pedagogical models that have stressed on metacognitive strategies have shown meaningful influxes in increasing problem solving, and self-regulatory processes. This study examined the impact of Teaching Methods (problem solving, group discussions question and cross training) on meta cognitive skills. This study was applied one and the research method was descriptive –survey. Statistical population included all supplementary students at Isfahan University which is the number of 4167 persons by Using Cochran formula, 305 subjects. To collect data a researcher-made questionnaire was used which its content validity was confirmed by experts, and its reliability was estimated 0. 94 using Coronbach`s Alpha method. Findings showed that the amount of effect of method teaching (problem solving, group discussions question and cross training) on maturating meta cognition skills from the perspective of supplementary students resulting that larger than average assumption. Education of meta cognitive skills requires the educators to be committed to continuous learning and self-reflection. In fact, in order to guide meta cognitive skills students should be taught the suitable strategies. In this study, authors discussed a series of Teaching Methods as problem solving, group discussions question and cross training which could be matured meta cognitive skills.