Student self-evaluations constitute a learning opportunity for students within basic communication courses. As such, scholars have analyzed how goal setting is part of self-evaluation (Schunk; LeFebvre), how student estimations of their own ability affect their performance (LeFebvre et al.), and how students engage in self-evaluations (MacGregor). However, no research on the basic communication course has specifically analyzed the relationship between self-evaluations and metacognition. To better understand this relationship, this study was designed to describe metacognition’s role within self-evaluations by examining the topics through which students exhibited metacognition within their answers. As a result of this qualitative research, metacognition in basic communication course self-evaluations has been shown to share features with the metacognitive markers in eportfolios in composition as described by Bokser et al. (2016). This study can contribute to the basic communication field’s knowledge about how the genre of self-evaluation relates to metacognition by identifying how self-evaluations could contribute to student transfer of skills through giving students the chance to practice metacognitive skills.