The study reported in this chapter aimed to contribute to pedagogy within preservice teacher education. It explored how metacognition could enhance academic writing skills as inclusive practice for diverse student cohorts in a first year Bachelor of Education course at an Australian university. As a qualitative study, Flavell’s (1979) definition of metacognition was used to examine preservice teachers’ perceptions of metacognition, and educator strategies in a praxis inquiry curriculum. Data for the study was drawn from semi-structured interviews conducted with fifteen preservice teachers and nine university educators to identify their experience of metacognition and writing in praxis inquiry. Data analysis identified that metacognitive skill within constructivist learning, was embedded within the analytical processes required in praxis inquiry to develop discerning educators who understood theories that underpin successful teaching practice. For writing, explicit, scaffolded teaching practices were essential to build students’ metacognition. The common term thinking about thinking was too simplistic for the cognitive analysis required to write in the theorizing genre of praxis. This study contributes insights into pedagogies for developing writing competence. Findings identified the significant role university educators can play towards improving student writing in teacher education. Teaching metacognition overtly, can potentially build student confidence and discourse for writing genres, but requires professional learning.