The implementation of a metacognitive methodology, in the teaching planning of the subject Chemistry, allows a majority of students to reach the skills, abilities and knowledge with satisfaction. Through a methodological route, which implied recovery, comprehension, analysis, application and reflection as metacognitive cyclic phases, and self-regulation as a process of autonomous quantification of learning, it is concluded that the process of metacognitive reflection contributes to overcome associated difficulties in the learning of Chemistry. Finally, the need to establish learning based on error correction, the development of logical thinking, problem solving and the use of information and communication technologies is emphasized.