In an attempt to clarify the behavioral differences and a dimension of the individual's metacognitive processes, Snyder introduced the "Self-Monitoring Theory" in 1974. According to the theory, individuals differ in the extent to which they control their self-presentation in social interactions. Some people can observe and control their self-presentation and expressive behaviors. Besides, they are sensitive to cues indicating what expression or behavior is appropriate in any case. This sensitivity has been called "Self-Monitoring" skill (Snyder, 1974). In this study the effect of setting "Self-Monitoring" strategies during and after the Social Studies course on self-monitoring, self-regulation and academic achievement levels of the students has been investigated. In the present study, a mixed methods approach was taken, and an experimental design with pre-test and post-test and control group was used in the study. The study was carried out with three groups (two experimental groups and one control group). In the qualitative dimension of the study, the opinions of 10 classroom teachers and 20 students were gathered using Fixed Format Questionnaire. Quantitative data were analyzed using the SPSS 15 program and qualitative data were analyzed through descriptive analysis. As a result of the study, it has been observed that self-monitoring strategies used in Social Studies course had an effect on the students' self-monitoring and development of academic performance levels, but they had no effect on their self-regulation skills. Conducting the courses or themes such as "Me and others" taught in some countries in our country will help us to raise a happy, well-adjusted and productive individual. Thus, more and specific time can be devoted to raising individuals who can monitor themselves in a balanced way.