In order to help EFL teachers during the preparation stage become more linguistically aware, this study looked into the usefulness of metacognition practices. 30 instructors from the South Cairo District of the Dar El-Salam Directorate were specifically chosen for this study during the academic year 2022-2023. Two tools were used: an observation checklist to gauge the program's impact on teachers' development; a needs analysis questionnaire to gather the necessary data regarding EFL teachers' language awareness skills and metacognition; and a pre-posttest to examine the effects of the suggested program based on metacognition on developing the necessary EFL teachers' language awareness before and after the program.  The administration of the program lasted around 24 hours. The treatment's outcomes showed that there was a statistically significant difference in favor of the post-test in the mean scores of the study groups' pre-posttest overall language awareness skills as well as each of the macro skills. The observation revealed that the program's effects on the participants and their students were delayed. A series of recommendations and ideas for additional research are highlighted after it was determined that the suggested program based on metacognition strategies positively improved the development of language awareness abilities among EFL preparatory stage teachers.