The study examined the extent to which faculty at a regional university in Mississippi possess metacognitive knowledge and incorporate metacognitive teaching practices in their classrooms. Furthermore, the study examined the influence of age, gender, teaching experience, and subject area taught on general metacognitive awareness and metacognitive thinking during teaching. Fifty-three university faculty completed the "Metacognitive Awareness Inventory" (Schraw & Dennison, 1994) and the "Metacognitive Awareness Inventory for Teachers" (Balcikanli, 2011). None of the factors were found to have a significant influence on either general metacognition or metacognitive teaching practices; however, faculty members with higher general metacognition exhibited more metacognitive thinking during teaching. [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.]