This study sought to ascertain how the metacognition theory affected the language development skills of EFL students in the preparatory stage. 40 pupils from the Al Dar El Salam Directorate in the South Cairo District were the EFL pupils. A pre-posttest and a model response were used as the instruments to assess the impact of the suggested program based on metacognition on the development of the necessary language abilities in EFL pupils before and after the program. The study's findings suggested that the metacognition theory had a greater impact on pupils' language proficiency at the EFL preparatory level. The study proposed that, in order to maximize their effectiveness in the field, training programs, workshops, and continual language improvement should be used to improve the language performance of EFL students in the preparatory stage.