The study aimed to investigate the relationship between utilizing metacognitive strategies and improving the writing mechanisms of selected first-year college students at Laguna State Polytechnic University. The study used a quasi-experimental design with an experimental group that received a lesson on metacognitive strategies and a control group that did not. Pre-test and post-test assessments were conducted, and questionnaires were used to gather information on the students use of metacognitive strategies and their writing skills. The results showed that the intervention had a positive impact on the writing performance of the experimental group. The use of metacognitive strategies such as goal-setting, self-monitoring, self-evaluation, and delayed gratification, along with targeted instruction in writing mechanisms, can lead to improvements in writing skills. In conclusion, the study suggests that metacognitive strategies play a significant role in improving the writing skills of first-year college students. This study highlights the importance of utilizing metacognitive strategies and providing targeted instruction to improve writing skills. The findings provide valuable insights for educators and researchers seeking to enhance writing skills among college students.