Academic success and level of achievement are related to students' degree of self-regulation. Students seem to acquire metacognitive or learning strategies that are perceived under their control that will positively or negatively affect their academic success and level of achievement (Zimmerman, 2004). The purpose of the study was to assess the undergraduate students' metacognitive strategies in face-to-face versus Webct online delivered sport psychology courses. Over a two-year period, metacognitive strategies of 91 students were assessed in two face-to-face (N = 51) and two Webct (N = 40) online undergraduate sport psychology courses. The design, content, grading criteria, assignments, reading materials, power point presentations, instructor notes, workbook activities, and written tests were similar between the face-to-face and online delivered courses. The metacognitive strategies of note taking, reading and reading comprehension, planning and goal setting, test preparation, and study habits were assessed using a 43-question inventory that included opened-ended, multiple choice, and ranking questions. The results pertaining to each metacognitive strategy were obtained by tallying the subjects' choice, summing the tallied responses, and then calculating percentages or means (Pattern, 1998). Results indicated that note taking was the primary strategy used for test preparation in the face-to-face courses, whereas highlighting the materials while reading was the primary strategy used for test preparation in the online delivered courses. Seventy-five percent of the students in the face-to-face courses read the assigned materials compared to 97% in the online courses. Students studied the same amount of time (8-10 hours per learning module) at home in a quiet place and in the evening. Only 26% of the students in the face-to-face courses set daily study goals while 60% of the students in the online delivered courses set daily study goals. Additional metacognitive results and the students' perception of the effectiveness of each delivery will be discussed. Keyword(s): coaching, college level issues, research