This study was conducted to reveal the role of 4th grade students' level of metacognitive awareness in predicting their academic achievement. The Relational Survey Method, one of the quantitative data collection methods, was used in the study. The study group was selected through random sampling method. It consists of 526 fourth grade students working in five different primary schools affiliated to the Directorate of National Education in the province of Nigde during the 2021-2022 academic year. The "Metacognitive Awareness Scale for Children" (MCAS-C) A-form, the personal information form and the academic achievement test were used as data collection tools of the study. The Construct Validity of the Metacognitive Awareness Scale was examined, and the Exploratory Factor Analysis (EFA) was applied. When the data analyzed based on selected variables, the SPSS 25 program was used for the Quantitative Data Analysis. In the study, the Mann Whitney U-test was used for the variables of gender, the pre-school education status, and the Kruskall Wallis test was used for the variables of the parental education status, the economic status and the number of siblings. In terms of the variables of the study, a significant difference was found between the level of metacognitive awareness and gender, the pre-school education status, the parental education status, the economic status of the family and the number of siblings. A Structural Equation Model (SEM) was created to test the academic achievement model and analyses were performed with the IBM AMOS 23 programme. According to the findings of the study, metacognitive awareness, which was assessed through the Metacognitive Awareness Scale, has a moderate, positive and direct effect on academic achievement.