The fact that students consistently fail mathematics has necessitated the need to review strategies teachers are using in teaching mathematics. Metacognitive strategies are sequential processes individuals use to learn, control themselves and to reach a goal. Metacognitive strategies have been acclaimed by many for its effectiveness in increasing students’ performances in learning generally. The study assessed extent of use of Metacognitive strategies in teaching secondary school Mathematics in Anambra State. Three research questions and three hypotheses guided the study. A sample of 73 Mathematics teachers from four Education Zones was selected using multi-stage sampling technique. The TMSAI (Teachers Metacognitive Strategies Awareness Inventory) was used to collect the required data. The data were analyzed using mean and standard deviation to answer the research questions while the null hypotheses were tested using Analysis of Variance (ANOVA) and Main- Whitney U test. The major findings revealed that use of metacognitive strategies by mathematics teachers is not influenced by: i school location ii years of teaching experience. iii gender.iv school location. Based on the findings from the results, recommendations were made which include: (i) Teachers should avail themselves the opportunities of online learning. (ii)In service training should be organized by the relevant agencies such as Science Teachers Association of Nigeria (STAN), Mathematical Association of Nigeria (MAN) and others. (iii) Curriculum upgrading for pre service teachers should include teaching of metacognitive strategies explicitly. Finally suggestions were given for further research on Metacognitive strategies.