This study aims to analyze the metacognition of vocational students in solving mathematical problems based on their levels of self-efficacy. This is qualitative research with a descriptive method. Data collection techniques used questionnaires, tests, and interviews. The subject of this study were 6 students with different levels of self-efficacy who are selected using the purposive sampling technique. The results indicate that vocational students who have high self-efficacy in solving mathematical problems were able to use their metacognitive activities to the maximum, namely being able to understand and identify problems, make a plan of completion and implement it, check every step work carefully, and evaluate the thought process. Students with medium self-efficacy are less than optimal in using their metacognitive skills, can identify information that is known but not focused on the core of the problem so that she is less able to plan settlement strategies, so when monitoring and evaluating she doubts of the process and don't realize that the result is not appropriate. Students with low self-efficacy tend not to carry out their metacognitive activities properly, namely cannot understand the problems and not planning a solution strategy thus causing activities at the monitoring and evaluation not activated properly.