The aim of this study was to determine the effects of the use of contemporary art in High Education on Students' Metacognitive Awareness from students' point of view after their involvement in specially designed activities. The learning context was created under the main thesis that metacognitive development can be supported by the creation of didactic situations, in which three different relations are blended--with the environment, with the others, and with oneself, based on the combination of different spaces. This thesis here was interpreted under contemporary art. The study was carried out with three groups of students from different specialty in period between 2014 and 2015. Quantitative data was used for the base of the analyses. The data was obtained using the Metacognitive Awareness Inventory which was developed by Schraw and R. Dennison. As a result it was outlined that the main effect of using contemporary art in context of this research is the regulation of cognition.