The aim of this study is to analyze prospective biology teachers’ metacognitive awarenesses in accordance with their gender and grade level. For this purpose, Metacognitive Awareness Inventory, originally developed by Schraw Dennison (1994) and adapted to Turkish by Akın et al. (2007), was used. Inventory was administered to 114 prospective biology teachers attending of Biology Department of Education Faculty in Erzurum Ataturk University who were selected through convenience sampling. SPSS 20.0 statistical program was used in the analysis of data. The findings obtained from analysis revealed that prospective biology teachers agreed with the sub-statements referring to gender as well as grade level. In addition, when teacher candidates’ metacognitive awarenesses were compared in terms of gender, despite there is a statistically significant difference in terms of “organization of cognition”, no statistically significant difference was appointed in terms of “cognitive information”. Furthermore, when the scores of prospective teachers on the metacognitive awareness levels were compared with the grade levels, it has been concluded that there is no statistically significant difference between two sub-dimensions.