Foundational undergraduate courses in chemistry and mathematics are gateways to a number of lucrative majors and pre-professional programs. Historically, however, students often struggle with these disciplines and can benefit from alternate approaches to examining their learning strategies. This article describes the use of exam wrappers--reflective activities performed by students after taking exams--to improve students' knowledge and regulation of metacognition--the process of thinking about thinking. Quantitative and qualitative analyses of student learning are described, along with suggestions for other practitioners and researchers to consider in coaching metacognitive strategies.