While there is so much emphasis on teachers’ metacognition, little is known about the role of teaching experience in teachers’ metacognition and their instructional practices. Therefore, the current study aimed to provide new insight into the extent to which experience in teaching might predict teachers’ metacognition or their awareness of each metacognitive component and subfactor. Furthermore, the use of teachers’ metacognition in their instructional practices was explored. A mixed method research was designed that was conducted in two phases; in the first phase of the study which was quantitative in nature, 127 teachers filled out the MAIT questionnaire. In the second phase, 6 teachers were randomly selected, observed in their classes and interviewed. The analysis of the collected data revealed that teachers’ average rate of metacognition was almost high. The results also reported that years of teaching experience affected teachers’ metacognitive knowledge. Moreover, years of teaching experience could be a predictor of teachers’ declarative knowledge, The subtle analyses of the interview, feedback, and transcription of the recorded classes of 6 TEFL teachers demonstrated that there was a positive relationship between teachers’ metacognitive awareness and their instructional practices. The more teachers were aware of the strategies and techniques, the more effectively they
