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This study investigated the relationship between metacognitive awareness and reflective learning of physics students in colleges of education in Nasarawa State, Nigeria. Metacognitive awareness refers to an individual's ability to understand and control their own cognitive processes, while reflective learning involves thinking critically about one's own learning experiences and strategies. The study found that students with higher levels of metacognitive awareness tend to engage in more effective reflective learning practices, leading to better understanding and application of physics concepts. The research aimed to answer two questions: the relationship between metacognitive awareness and physics students' achievement, and the relationship between reflective learning and physics students' achievement. A correlational descriptive survey research design was employed, and 420 physics students from three colleges of education were used as a sample size. The study suggested that educators can promote metacognitive awareness and reflective learning among physics students by incorporating strategies such as explicitly teaching metacognitive strategies, providing opportunities for reflection, and using formative assessments and feedback.