This paper focuses on the teaching learning process by evaluating the Classroom management and Metacognition of high school teachers. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students (Taylor & Franklin, 2009). Effective classroom management should be the primary responsibility of the classroom teacher with the students accepting the responsibility of their inappropriate behavior. Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help the teachers to overcome the teaching learning problems. There is no doubt that the standard of Classroom management and Metacognition of teachers in the classrooms determine the standard of the school as well as quality education too. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition Scale and Classroom Management Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The result showed that there is significant relationship between the Classroom management and Metacognition of high school teachers.