Through planning activities like learning tasks, monitoring comprehension, and assessing progress toward task completion, metacognition involves active control over the mental processes involved in learning. It is significant for both students and teachers and plays a crucial role in successful learning. The main goal of the current work is to examine secondary school students' metacognitive skills levels. A sample of 240 secondary school students from the Haryana district of Kaithal was randomly selected for this study. The data was obtained using the metacognitive skills (MCSS) scale developed by Madhu Gupta & Suman (2017). The findings indicate that the majority of students 26.25% had average metacognitive skills, followed by above average metacognitive skills at 24.6%, and high metacognitive skills at 16.25% and there is no significant difference in metacognitive skills of students based on their gender and locale.