“Thinking about thinking” or metacognition is a fundamental study skill that can significantly aid pedagogy at the tertiary level of education. Effective learners display “self-regulation,” which means they are conscious of their learning process and can gauge how effectively they pick up new information as they study. Metacognition essentially entails two levels of thought occurring simultaneously: the first is the student's thinking/learning about the particular topic matter, and the second is the student's thinking about his or her learning. Many explorative studies on learners’ cognitive and metacognitive skills have been done. Scarce research is available on the teacher’s role including the intention and regulation of incorporating metacognitive skills in the classroom. Drawing theoretical implications from educational psychology and cognitive theory, a qualitative case study has been carried out to investigate teachers’ role in regulating Metacognitive Awareness in their respective classrooms in the nursing and engineering backgrounds. The authors who are also instructors investigate the level of metacognitive awareness using (Schraw and Dennison, Contemp Educ Psychol 19:460–475, 1994) inventory in their respective classrooms. Additionally, through learner perceptions based on the scoring of the inventory, their conscious and instructor-guided implementation of the same for a period of four weeks and a post-implementation enquiry through a focus group discussion, the study proposes to provide evidence of the pedagogic potential of regulating metacognitive awareness among learners in professional courses like nursing and engineering education. Learner cognition is vital to enhancing study skills. Metacognitive Skills can also be made relevant to practice aspects relevant to the kinesthetic domain which plays a significant role in professional courses. Through a cross-disciplinary analysis of the data, the study proposes to make significant recommendations for incorporating metacognitive awareness skills in the curriculum to enhance study skills among learners.