This study attempted to answer whether strategically designed and placed metacognitive prompts within an online prerequisite teacher education course can make a difference in the amount and quality of student self-reported use of metacognitive strategies. The study found significant metacognitive results for students in an online introductory education course. Three themes about metacognitive use emerged from student online postings: the importance of transforming online material into more useable formats, the need to structure the learning environment to increase student attention, and the importance for students to make personal connections to the content.