Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students. Research demonstrates that when students engage in metacognitive practices, they are more successful in academics. Yet, in order for educators to teach students to think metacognitively, they must think metacognitively themselves. To ensure students are engaged in metacognitive strategies in the classroom, school leaders need to encourage their teachers to grow professionally in this area. This study sought to answer three questions: (1) What is the level of metacognitive awareness in school leaders?; (2) Is there a relationship between school leaders' mindset and their metacognitive awareness? and (3) Is there a difference between future and current school leaders' mindset and/or their metacognitive awareness? Data for the study was collected using survey responses from 69 principals in the state of Alabama. The survey contained three parts: Demographic questions, the Metacognitive Awareness Inventory for Instructional Leaders, adapted from the Metacognitive Awareness Inventory for Teachers (Balcikanli, 2011), and a Mindset Quiz (adapted from Dweck, 2006). Those surveyed indicated a general metacognitive awareness as it relates to instructional leadership. Specifically, they plan for, monitor and evaluate their thinking in relationship to their leadership. The differences between current and future principals in the areas of declarative knowledge and planning indicated that practice or experience may play a role in making one more aware of these components of leadership. The instructional leaders in this study exhibited an overall growth mindset with a subset of fixed ideas. This is significant from both a leadership and educational perspective because it is reflective of the belief held, by the leaders/future leaders surveyed, that people can grow when provided opportunities to learn.