The aim of the present study is to make suggestions of a few metacognitive strategies that both learners and educators could implement in the educational settings. While metacognition, simply defined as ‘learning to learn’, contains a wide range of educational benefits, it is common that learners are not equipped with such strategies. However, researchers show that metacognition can be taught, and educators have discovered a number of teaching methods that could help their students attain related skills. The paper proposes self-questions that could promote metacognition of both learners and educators as its means. The findings showed positive potential of implementing metacognitive strategies in classrooms for both learners and educators in terms of promoting learners’ thinking, acknowledging their learning status, and accurately monitoring learning procedures. Discussing both positive outcomes and hindrance factors for metacognitive strategies to be implemented in classroom settings, the present study attempts to deliver the importance of its usage.