‘Metacognition’, or the set of skills indicated as critical thinking in the domain of business education, constitutes an important aim in many educational programmes. At the same time, empirical studies demonstrate that teaching metacognitive skills is much harder than teaching cognitive ones. Moreover, the assessment of metacognitive skills poses unique problems. Metacognition includes knowledge and regulation of one's thinking processes. Metacognitive skills predict success in academic endeavors and other areas of life. There has been abundant research into childrens' metacognition, but relatively little with metacognition in adults. This research looking for evidence that metacognitive skills improve with age, particularly in college students. Subjects are evaluated using the Metacognitive Awareness Inventory. Age, sex and years of learning experience will be tested for correlation with metacognitive skills.