Recent research was conducted to explore how introducing metacognitive enrichment into courses containing implicit or explicit critical thinking goals would affect the students' personal epistemological maturity. At the beginning of a fall semester at a moderate sized community college in the southeastern United States, 733 students were divided into two groups: one in which faculty members taught subjects as they had normally done in the past, and the other group was taught by faculty members who had received training in adding metacognitive enrichment into the classroom. Students were administered Schommer Epistemological Questionnaires (SEQs) at the beginning and at the conclusion of the 16-week semester. Of the 469 acceptable posttest questionnaires, only 188 that could be properly positively matched pretest to posttest were analyzed. While the expectation was that those receiving metacognitive enrichment in the classroom would exhibit maturing in their measured personal epistemologies, this was true in only one of four measured factors. In fact, both groups showed statistically significant decreases in measured epistemological maturity levels. However, the group receiving metacognitive enrichment showed far less de-maturing than the control group. This research proffers insight into the need to not only introduce metacognitive enrichment into the community college classroom, but also the need to ensure faculty members are trained to do so. (Contains 4 figures and 2 tables.)