Metacognitive instruction and pedagogy have been linked to self-aware, independent, and successful learning. A particular student population that may benefit from a focus on metacognitive instruction are English Language Learners (ELL). This Q methodology study uses a mixed methods approach to examine the dominant viewpoints, beliefs, and opinions of ELL teachers on metacognition, metacognitive instruction, and pedagogy. Data were analyzed from 25 suburban New York public school ELL teachers located in Nassau and Suffolk counties concerning their beliefs regarding the metacognition, metacognitive instruction, and pedagogy. In addition, demographics, and exposure to metacognition as a topic were assessed using a baseline survey. This study identified and examined three Q models of shared viewpoints held by ELL teachers. Background characteristics were utilized to describe the clusters of ELL teachers. These characteristics consisted of: grades taught, education levels, certifications held, years of experience, and educational and professional exposure to metacognition as a topic. The three Q models revealed consensus in many areas of metacognition and metacognitive instruction, with some variation between the Q models. The three Q models that emerged were: Critical strategic thinking and reflection lead to ELL student self-awareness and independent learning; Explicit and deliberate planning model coupled with visual organizers; and Explicit monitoring and self-reflection coupled with visual organizers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]