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Metacognitive thinking has the potential to impact high school student’s personality, his cognitive abilities, and psychological state when activating its components through modern educational methods. Through four hypotheses, this study aimed to examine the psychological and educational variables of metacognitive thinking, systemic thinking, and mindfulness that can impact and predict the metacognitive thinking process of secondary school students within the Hawalli Educational Zone of Kuwait. A descriptive and quantitative research design guided this research study with the focus on psychological and cognitive phenomena. The study involved a sample size of 348 participants (169 male and 179 female), aged between 16 and 18 years, randomly drawn from the government secondary schools in the Hawalli Governorate in the State of Kuwait. Data was collected through three distinct scales Metacognitive Thinking Scale, Systems Thinking Scale and Mindfulness Scale. The study found out that there existed a positive and statistically significant relationship between metacognitive thinking and both variables of systemic thinking and mindfulness. Additionally, there were also statistical differences between gender in metacognitive and mindfulness in favor of males. This suggests that systemic thinking and mindfulness can be a predictor of metacognitive thinking. The research implications show that metacognition holds great importance and capability in the educational process. It helps control and guide thinking processes, enhances reading and memorization skills, predicts main ideas, and contributes to the development of critical and creative thinking.