The integration of Information and Communication Technology (ICT) in education has transformed teaching-learning processes, yet limited research exists on how students' attitudes toward ICT relate to their metacognitive awareness. This study examined the relationship between attitude towards ICT and metacognitive awareness among 300 higher secondary students in Chennai, India. Using a descriptive correlational design, data were collected through standardized tools: the Attitude towards ICT Scale (Martinez, Abeledo & Machado, 2021) and the Metacognitive Awareness Inventory (MAI) adapted for secondary students (Schraw & Dennison, 1994). Descriptive statistics, Pearson's product-moment correlation, and simple linear regression were employed for analysis. Results revealed a significant positive but moderate correlation between attitude towards ICT and metacognitive awareness (r = 0.324, p < 0.001). Regression analysis indicated that attitude towards ICT explained approximately 10.5% of the variance in metacognitive awareness (R² = 0.105, β = 0.324, p < 0.001). No significant differences were found in either variable across gender, medium of instruction, stream of study, class level, type of school management, or family type (p > 0.05). These findings suggest that positive attitudes toward ICT contribute meaningfully to metacognitive awareness, though other cognitive and contextual factors may play substantial roles. The study discusses implications for educational practice and recommendations for future research.