Numerous studies have investigated the effect of metacognition and self-regulated learning on college students' achievement and retention. This study extended the research by examining the relationship between metacognition and "at-risk" student achievement and retention. Data were collected through personal interviews and the use of "The Motivated Strategies Learning Questionnaire." Results were analyzed using analysis of variance and indicated that a relationship existed between metacognition and at-risk student success. However, students' metacognitive skills were often inadequate for ongoing academic success at the postsecondary level. The incorporation of soft skills in the literature on metacognition and academic achievement is suggested, and future research is called for to determine the significance of noncognitive skills in the metacognitive process. (Contains 2 tables.)