Introduction: Metacognition is the theoretical framework used for enhancing higher order cognitive skills, often referred to as “thinking about thinking”. However, research in metacognition has been limited in higher education and is lacking in athletic therapy education. Aims: The aim of this research was to explore Irish athletic therapy students’ and educators’ awareness of metacognition and its implementation into educational practice, underpinned by a pragmatic research approach. Methods: Critical appraisal of the literature surrounding the role of metacognition in enhancing clinical reasoning skills in athletic therapy was examined. Following this, Irish athletic therapy undergraduate students (n=233) completed a cross-sectional questionnaire, including the 52-item Metacognitive Awareness Inventory. A mixed-method approach was then used to examine allied healthcare educators’ awareness, understanding and inclusion of metacognition in their teaching practice, utilising a questionnaire (n=28) and semi-structured interviews (n=14). Finally, the exploration of barriers and facilitators to implementing metacognitive teaching strategies in allied healthcare education was examined by semi-structured interviews (n=14), using a reflective thematic analysis approach. Recommendations based on the findings were devised and were peer evaluated. Results: Irish athletic therapy students demonstrated moderately good metacognitive awareness across the four years of their undergraduate programmes. Two-thirds of allied healthcare educators had heard of metacognition; however, their understanding of metacognition was quite varied. During the semi-structured interviews regarding the inclusion of metacognition into educational practice, themes such as key contributors, contextual and pedagogical considerations, types of metacognitive strategies and the role of metacognition were identified. Many of the barriers to the implementation of metacognitive teaching strategies into athletic therapy education, including a lack of metacognitive knowledge, time, student engagement and educational constraints, could be overcome by facilitators, such as enhancing the promotion of metacognition, student ownership and responsibility and faculty development. Recommendations from the research findings included the creation of a 5E best practice conceptual framework for educators to facilitate the successful adoption of metacognition into athletic therapy education. Conclusion: Despite the evidence on metacognition and its benefits for academic performance and learning, much work remains to embed this theoretical framework into athletic therapy education. This can be achieved by enhancing students’, educators’ and higher education key contributors’ knowledge and awareness of metacognition through professional development and embedding it into classroom teaching practices and curricula.