Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real learning through specific classroom interventions, which were also designed to help students develop metacognitive learning strategies. The aim of the study was to instruct educators how to incorporate metacognition in college science classrooms, and the improved cognitive and affective learning of students indicated its significance. On the basis of students' reflections, we assert that implementation of these strategies will contribute to increased learning not just in chemistry but also across other courses and curricula.