Metacognition and reflective teaching are concepts that complement each other if we refer to a reflective teacher. This study investigates whether metacognitive awareness of prospective teachers can be improved through reflective journals. In present study reflective journals are comprised of practice sheets through which the prospective teachers can practice their metacognitive thoughts consciously. The methodology followed is experimental research by using qusai-experimental design into two phases. Both, control and experimental groups were taught through a combination of teaching strategies that we normally use in our classes such as lecture, discussion, or through inquiry, etc., in phase 1. In phase 2, reflective journals, along with other strategies that were used in the 1st phase, were introduced. The results of data analysis revealed a significant enhancement of prospective teachers metacognitive awareness and its constituent factors e.g., metacognitive knowledge and metacognitive regulation.