This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of the qualitative part was collected with the Metacognitive Awareness Inventory and analysed descriptively and two-way ANOVA tests were conducted. The data of the quantitative part were collected with a non-routine problem within the scope of Multi-Method Interview and analysed descriptively. The findings showed that the levels of the pre-service secondary mathematics teachers' metacognitive awareness were medium or high and the levels are not different in terms of the variables of gender and class level. In addition, the participants showed metacognitive behaviours in the evaluation the most group and in the awareness group the least. Lastly, though the number of metacognitive behaviours showed by the fourth class pre-service teachers were higher than the other classes, there is not any difference in the order of their metacognitive behaviours in the class level.