This study aims to analyze the effects of conceptual change texts enriched with metaconceptual activities on the semantics of classroom teacher candidates. The sample of the study is made up of 60 3rd grade undergraduate students who study at Istanbul University Hasan Ali Yücel Faculty of Education. Pre-test post-test experimental modelling has been used in the study. As data collection tool, Symmetry Subjects Comprehension Test (SSCT) has been used. The Cronbach Alpha value of SSCT is found to be 0.70. SSCT has been used as a pre-test before the students read the texts and it has been used as a post-test after they have read them. SPSS program has been used for data analysis. As a result, it has been found that there is a meaningful difference between the texts that are enriched with metaconceptual activities and plain texts in terms of students' learning symmetry subject. The findings show that teacher candidates who have read the texts that are enriched with metaconceptual activities can learn symmetry subject better than those who have read the plain text.