In the processes of metacognitive regulation in the learning of terrestrial ecosystems, it is important to have tools that allow identifying the metacognitive abilities that students possess, since for teachers, having this result allows them to know where the learning strategies should be focused. For the category analysis of regulation of terrestrial ecosystem learning, the research was based on three subcategories planning, monitoring, and evaluation. Using three pencil-paper instruments to 30 students from which 5 students were randomly chosen for their qualitative descriptive study of their results. First, a 12-question test that inquired about their metacognitive processes was carried out, then the application of the terrestrial ecosystems didactic unit, designed under a constructivist approach with the use of image interpretation, has 10 metacognitive questions where they learning regulation processes, using images distributed in 4 sections; finally, the application of a regulation questionnaire regarding how terrestrial ecosystems learned in one section. The results were favorable in the image interpretation instrument and in the field trip, which shows that the five students acquired skills in planning, monitoring and evaluating their learning.