In this study, it was aimed to evaluate prospective teachers in terms of their metacognition thinking skills. The study  was conducted in line with the descriptive scanning model.  The study  was carried out on a total of 482 prospective  teachers  receiving  education  in  Firat  University  Faculty  of  Education  and  in  Istanbul  University Hasan Ali Yucel Faculty  of Education. Within the scope of the study, Metacognition Thinking Skills (MCTS) Scale was used as the data collection tool. Prospective teachers' opinions on metacognition thinking skills were compared in terms of their departments, genders, ages, whether they  own computer, and the education faculty they attend to. In these comparisons, independent groups t test, one way variance analysis, Mann Whitney U and Kruskall  Wallis  H  tests  were  employed.    The  findings  obtained  from  the  study  indicate  that  there  are  no significant  differences  among  the  metacognition  thinking  skills  of  the  prospective  teachers  in  terms  of  the education faculty they attend to and the point whether or not the prospective teachers own computers. As for the gender variable, a significant difference in the "Thinking skills" sub factor of the MCTS scale was observed in favor  of  female  prospective  teachers.  As  for  the  comparisons  made  in  terms  of  the  departments  where  the prospective teachers receive education, significant differences in opinions were detected for the whole scale and all sub-factors. Finally, in the comparison made in terms of the age variable, significant difference was found in the "Alternative evaluation skill" sub factor.