It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans , monitors, evaluates and reflects their instructional behaviour and this can promote learners' learning with understanding. The purp ose of this study was to investigate the extent to which mathematics educators implemented and taught metacognitive strategies. Results of the quantitative part of the study were triangulated with the results of the qua lit ative part. Results suggested that whereas mathematics educators may well have possess ed metacognitive skills and utilised them intuitively, these skills were not implemented to a satisfactory extent in the classes we observed.