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This study investigated effect of metacognitive strategy on achievement of senior secondary school students in Mathematics in Abuja Municipal Area Council, Nigeria. The study was necessitated by the need to correct the poor achievement of students in Mathematics and the stereotypical belief that Mathematics is a difficult subject. Two research questions and two hypotheses guided the study. The design was quasi-experimental, specifically the pre-test post-test non-equivalent group design. The population of the study comprised all the 1,543 secondary school students in 21 secondary schools in Abuja Municipal Area Council during the 2019/2020 academic session. Purposive sampling technique was used to sample 56 senior secondary one student in two intact classes from two schools in the area. The instrument for data collection was Mathematics Achievement Test (MAT). The MAT was subjected to trial testing and its reliability coefficient yielded 0.79 using Kuder-Richardson formula 21. The research questions for the study were answered using Mean and Standard Deviation and the hypotheses were tested at 0.05 significance level using Analysis of Covariance (ANCOVA). It was found among others that there was significant difference in the achievement scores of students taught Mathematics using metacognitive strategy and those taught with conventional method (p=.000<0.05); there was significant difference in the achievement scores of male and female students taught Mathematics using metacognitive strategy (p=.000<0.05. It was therefore recommended that teachers should use metacognitive strategy to improve the achievement of students in Mathematics and School administrators should organize trainings that are aimed at training teachers on how they can improve students’ metacognition in Mathematics using metacognitive strategy.