Metacognitive awareness refers to an individual’s ability to understand, monitor, and regulate their cognitive processes. This study investigates the level of metacognitive awareness among high school students in Kerala, exploring differences based on demographic variables such as gender, region, stream of study, family type, and type of school. Drawing upon the theoretical frameworks of Flavell (1979), Schraw and Moshman (1995), Zimmerman (2002), and Schraw and Dennison (1994), the study adopted a descriptive survey method. A stratified random sample of high school students across selected districts in Kerala was surveyed using the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994). Descriptive statistics, t-tests, and one-way ANOVA were used to analyze the data. The findings indicated that urban students scored significantly higher in metacognitive awareness compared to rural students, while no statistically significant differences were found based on gender or family type. The results underscore the need for incorporating metacognitive strategy training in Kerala’s school curriculum to foster independent and reflective learning.