Teachers and lecturer must can comprehend the nature of metacognition and how it can be implemented in the learning process. This study aimed to investigate to what extent Biology teachers and lecturers understand metacognitive skills. A survey with a descriptive quantitative approach was employed in this study. The data of this study were gathered using a questionnaire and an interview. The population all Biology lecturers who were teaching at the Department of Biology Education and Biology school teachers from Makassar, South Sulawesi, Indonesia. The samples were selected by using a purposive sampling technique. The samples were 46 Biology lecturers and 48 Biology school teachers. The results showed that the participants had an issue in comprehending metacognitive skills; only a few of them understood what metacognition was. In fact, the majority of the lecturers and teachers had not integrated the skills into the learning process. It is expected that the findings of this study can be contemplated as an insight to the development of the learning quality in the 21st century era.