The purpose of this study is to test the reliability and validity of Metacognition Scale (MS) developed by Demir (2012) with a view to identifying perceptions of Education Faculty students regarding metacognitive activities. The participants of the study are 250 randomly chosen students who attend three different departments in Kafkas University Education Faculty. The data were analysed through exploratory and confirmatory factor analysis to enhance the construct validity. Internal consistency (Cronbach Alpha) co-efficiency was evaluated for the reliability of the instrument. A 14-item instrument with “evaluation”, “organization” and “planning” sub-dimensions was developed as a result of the analyses conducted. Cronbach Alpha internal consistency co-efficiency that explains 53.074% of the total variance was found .87 for the first factor, .65 for the second factor, .70 for the third factor, and .89 in total.