This study aimed to explore the preservice preschool teachers’ metacognitive awareness. The researchers used an explanatory sequential design, which is one of the mixed design types. In this context, the study used survey model among quantitative research methods, and explanatory case study among qualitative research methods. The participants were determined using snowball and convenience sampling methods. The participants consisted of 247 preservice preschool teachers. The researhers collected the quantitative data using the "Metacognitive Awareness Scale" developed by Fırat-Durdukoca and Arıbaş (2019), and qualitative data using the semi-structured interview form developed by the researchers. In the analysis ofquantitative data, t-test and ANOVA were performed using the SPSS 23.0, and in the analysis of qualitative data, descriptive analysis, content and two case analyzes were performed using the MAXQDA Analytics Pro 2018 program. The results did not indicate any significant differences among the variables of age, number of siblings, mothers’ education levels, fathers’ education levels, parental attitude regarding the metacognitive awareness levels of preservice preschool teachers, however, highlighted a statistically significant difference in favor of males in terms of gender variable. The findings of interviews highlighted that the majority of preservice preschool teachers paid attention to the planning component of metacognition. The findings further pointed out that preservice preschool teachers evaluated their performance by using practices such as asking themselves questions related to the subject, repeating the subject in their minds, and asking another person a question about the subject in the process of learning a subject. The researchers recommend that metacognition should be added as a course to preschool education undergraduate programs.