In this study determining the effect of the application of layered curriculum in the 6th class science and technology lesson on the metacognition awareness of students, a mixed method in which quantitative and qualitative research patterns are handled together has been used.In the quantitative dimension of the study, the application of the layered curriculum, in order to determine the effects of the metacognition awareness of students, pretest, posttest matching-only design with control group which is one of the quasi experimental designs; in the qualitative dimension of the study, in order to make the quantitative findings more understandable and to provide data variations, the case study which is one of the qualitative survey designs have been used. The study group of the research is the 6th grade students of Vakıfbank Elementary School in the center of Malatya. In the quantitative dimension of the study; in order to find the answers for the1st, 2nd, 3rd and 4th sub problems, the study group consists of 60 students and 30 of whom are in the experiment group and 30 of whom are in the control group. In the study, in forming the experiment and the control groups, of the purposive sample types, “random sampling method” has been used. The study group of the research is “Metacognition Awareness Scale” which is developed by Yurdakul (2004) have been applied. Besides, In the study during the application, by quoting from the researcher’s and students’ diaries and after the application, by using semi structured interview forms and examining documents, the qualitative data have been collected. In order to determine whether the points that are obtained from the Metacognition Awareness Scale show normal distribution, Shapiro-Wilks value has been considered. As a result of the analyses, parametric tests and the methods of descriptive analysis have been used. According to the conclusion that are subject to the application of layered curriculum, it is seen that layered curriculum has an effect on the increasing of the students’s metacognition awareness.