The purpose of this study was to use the picture format to examine in depth the metacognitive performances and reaction time in general education, low-achieving, and institutionally raised students. Results revealed that institutionally raised students, unlike low-achieving students, took significantly the longest reaction time to finish the test but obtained correct scores comparable to general education students only when accounting for the effect of school achievements. The performances of low-achieving and institutionally raised students were at disadvantage on the test of metacognition when time was used as a factor to determine correct responses. (Contains 2 tables.)