This chapter presents the qualitative findings of the study reported in the book by examining learners’ and teachers’ perceptions of metacognitive strategy use and task complexity in computer-delivered multimodal speaking tasks. The analysis shows that learners were not active users of metacognitive strategies, with problem-solving occurring more frequently than planning, monitoring, and evaluating. It also indicates that prior knowledge was the factor most closely associated with perceived task complexity. Although learners and teachers differed somewhat in their judgments of individual tasks, both groups recognised the importance of prior knowledge and its close relationship with metacognitive strategy use.