In this study, the relationship between students' chemistry self-efficacy beliefs and metacognitive awareness was investigated utilizing a path model. There were 268 chemistry high school students (59% 10th grade and 41% 11th grade) participated in the study. The students took two-hour chemistry course in the 9th and 10th grade and three-hour chemistry course in the 11th grade. To measure students' self-efficacy toward chemistry, the High School Chemistry Self-efficacy Scale was used. Students' metacognition was assessed via Junior Metacognitive Awareness Inventory. The hypothesized model for the relationship between high school students' chemistry self-efficacy and metacognitive awareness was tested by conducting confirmatory factor analysis by using LISREL 9.1 for Windows with SIMPLIS command language. The results of this study showed that high efficacious students were more aware of knowledge about their cognitive abilities and their regulation of cognitive processes.