Today the important role that metacognition plays in the classroom is recognized, its importance derives from the valuable opportunities it offers so that the student can become aware of their own learning processes, with the purpose that it is the same who knows , control and regulate your learning methods; the teaching of self-regulatory strategies takes place within a constructivist model (Marti, 1995; Tamayo, 2006), where the role of the teacher and the student changes radically. It is our research interest to know how metacognition and visuospatial skills are related in the learning of concepts in stereochemistry? Some authors (Campanario, 1999; Campanario & Moya, 1999) suggest that when incorporating metacognition in the science classroom scientific thinking, problem solving (Rickey & Stacy, 2000), the conceptions and motivations of students are strengthened; other authors conceive metacognition as a means that potentiates conceptual change (Gunstone, 1994; Tamayo, 2009) as a consequence of the reflection that the student makes about their own ideas or thoughts. On the other hand, the study of visuospatial skills in the learning of concepts in organic chemistry have been correlated by various authors (Pribyl & Bodner, 1987; Padalkar & Hegarty, 2012), including their incidence in the academic performance of the students; evaluated primarily through problem solving. These investigations conclude that learning chemistry requires that teachers adopt what Mathewson (1998) considers as “visuospatial cognition”, incorporating various molecular visualization tools (Dori & Barak 2001; Gilbert, 2010), the which allow the student to understand, know and interpret the various visual formats, used to study the microscopic and symbolic nature of chemistry.