Academic speech in the higher education community is an important form of communication and connection for scholars. Metacognition of academic speech for international multilingual graduate students is an understudied area. The purpose of the current study was to understand metacognition during academic speech for international multilingual graduate students through a mixed-method convergent design merging data from survey collection to measure metacognitive awareness and language experience and a qualitative case study of international multilingual and domestic monolingual students' metacognitive regulation use during academic speaking tasks. Results show that international multilingual students and domestic monolingual students did not show a statistically significant difference in their mean scores for self-reporting metacognitive regulation of academic speech, and language experience did not relate to metacognitive regulation self-reports. Graduate students used metacognitive regulation skills like planning, monitoring, and evaluating in different ways during their academic speaking tasks. Students' self-reports of metacognitive regulation did not relate to their verbal recall or observed metacognitive regulation skill use during academic speaking tasks. The results of this study provide theoretical and practical contributions to the metacognitive and linguistics fields furthering the understanding of metacognitive regulation in academic speech for international multilingual graduate students. [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.]