The purpose of this study was to determine the impact of the cognitive monitoring learning log (CMLL), as a metacognitive strategy, on college students' developmental mathematics course success, problem-solving performance, and attitude toward mathematics and the CMLL. Using a pretest-posttest control group design that employed mixed research methodologies, the researcher examined data collected from four sections of a pre-algebra course; two of which received the CMLL intervention. Data sources included testing, surveys, student self-report, and interviews. Data analysis using analysis of variance (ANOVA), independent and paired samples t-tests were utilized, along with appropriate case analysis. Important findings that emerged from this study are as follows: the CMLL strategy can have some bearing on specific student outcomes (such as course grades); it can positively impact students' attitudes towards math, but not their problem-solving performance or attitudes towards CMLL. The case study analysis based on interviews and logs written by students provided additional insight into their thoughts and perceptions, supplementing the story gathered from the quantitative data. Eighty-eight percent (88%) of those interviewed reported benefits of the CMLL strategy. While findings from this study are inconclusive as to the impact of learning logs in the cognitive aspects, it was not shown to be a detriment either. Efforts should be made to determine how best to intertwine the CMLL strategy with other methods of instruction that will benefit college students in developmental mathematics courses the most. Recommendations for further study and future research considerations are included. / CITE/Mathematics and Science Education