Metacognitive skills are amongst the burning concept since the couple of decade, when John Flavell first introduced it.  This notion is commonly describe as "thinking about thinking". "Thinking about thinking" is not just thinking about thinking, this concept is  multidimensional in nature. Metacognition is a higher order thinking. Therefore, the main purpose of this study will be to assess metacognitive awareness in prospective teachers. And to find out that how much our teachers training institutions are successfully contributing in developing such awareness in prospective teachers. Furthermore, this study also aims to contribute its part in enriching the literature by assessing the relationship between metacognition and academic achievement. The nature of this study will be descriptive. It will be a situational analysis for the concept of metacognition in the prevailing teacher education system by doing co-relational and cross sectional study.  Main instrument of this study will be the metacognitive awareness inventory MAI developed by the Schraw and Dennison. Validity and reliably of this instrument in the Pakistani context will be ensured. Findings of the study will be checked against the p< 0.05 and p<0.05 level of significance by using appropriate statistics