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The aim of the study is to examine undergraduate students’ awareness ofmetacognition, the metacognitive strategies they use in their learning and their learningperformance in pre-class asynchronous activity in a flipped classroom. The sample con-sisted of 47 undergraduate students. Eleven students were not included in this study sincethey did not participate in all quizzes and most of the metacognitive strategy activities.Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activitieswere used as data collection tools. The results showed that Computer Education andInstructional Technology students’ metacognitive awareness was at a high level and theirmetacognitive strategy levels and learning performances differed weekly. Post hoc resultsindicated no difference between metacognitive strategy and learning performance in thefirst three weeks. However, the results of the first 3 weeks differed from those of the 4thand 5th weeks. In addition, our regression analysis result indicated that using metacog-nitive strategies predicted 80% of students’ learning performance. This rate shows theimportance of using metacognitive strategies for the learning process in pre-class asyn-chronous activity in the flipped classroom