Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL) strategies on MA within a Year 7 classroom in Australia. Findings have shown that when students become 'stuck,' the use of the explicit metacognitive questions can help overcome a range of challenges including the reduction of MA. The use of EMQ's within this paper explores an example of the kind of lesson design that lends itself to the explicit metacognitive questioning strategy.