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Metacognitive knowledge (MK), skills (MS) and experiences (ME) and spelling skills were assessed in 2,095 first year bachelor students. Two questionnaires were created for the present study, namely a prospective and a retrospective metacognition questionnaire. The Prospective Metacognition Questionnaire (PMQ) assessed student"s MK of the self as speller and student"s use of MS in spelling, namely checking of spelling. The Retrospective Metacognition Questionnaire (RMQ). The RMQ assessed metacognitive experiences, namely feeling of confidence (FOC; metacognitive feeling) and estimate of the number of spelling errors (EOSE; metacognitive judgment). Also, a score showing the correspondence between the ratings of FOC and actual performance was calculated as well as a calibration index using the EOSE. At the performance level the type of spelling errors were analysed. Moreover the relationship between spelling performance and MK, ME, and MS was studied to investigate if incompetent spellers had poor MK and MS, and less accurate ME. In addition, the "above-average effect" or the tendency of the average person to believe he or she is above average was looked for. Finally the type of metacognitive measures (MK, MS, ME) that predicted most adequately predict proficient spelling was studied.