Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive reflection. The authors describe a course built explicitly around the objective of developing students' problem-solving, critical-thinking, and metacognitive skills. They argue that the metacognitive reflection demonstrated by students in this course is valid evidence of their learning of essential problem-solving and critical-thinking skills.