Metacognition as a dimension of learning ranks highest in the revised Bloom's Taxonomy of cognitive tasks. In this paper we illustrate how it can be incorporated into a repeated exercise in the mathematics classroom, through a specific case study in the context of a liberal arts mathematics course. Through the semester, students were asked weekly to evaluate their own progress and review their development in light of their personal goals. We observed positive affective changes (including engagement levels) in the students through the course of the semester. We argue that the weekly metacognitive and self-reflective activities helped students keep their focus on learning deeply and allowed them to remain engaged and motivated through the semester. A brief theoretical discussion is included, and other possible contexts suitable for the described activities are suggested.