Vocational High School graduates who can study independently will become lifelong learners who are responsive to change so they can compete in the workforce of the revolutionary era 4.0. But the learning process at Vocational High School is still not paying attention to the development of high-level thinking skills of students. This is in line with the opinion of Mukhadis that the implementation of learning in the field of technology is still less encouraging which has an impact on the lack of development of individual abilities to develop high-level thinking skills, namely metacognition. Metacognitive awareness of Vocational students is still not suspected because of several aspects, that is internal and external aspects. Internal aspects are factors that influence students from themselves, one of them is intrapersonal intelligence. Then the external aspect is a factor that influences from outside the student’s teaching skills. Given the importance of this metacognitive awareness, the authors conducted a study on the contribution of teacher teaching skills, intrapersonal intelligence to the metacognitive awareness of vocational students in computer network engineering study program in Blitar City. This study aims to determine how much the contribution of teacher teaching skills and intrapersonal intelligence of students to the metacognitive awareness of vocational students in computer engineering and network expertise packages in Blitar City. The type and analysis of data in this study are included in quantitative research. The number of samples used was 57 students in class X. Data collection techniques for variable teaching skills, intrapersonal intelligence and metacognitive awareness using questionnaires. Data analysis includes description and multiple regression.The results show as follows that, there is no significant contribution to partial teaching skills to the metacognitive consciousness; there is a significant contribution to the contribution of students’ intrapersonal intelligence partially towards the students’ metacognitive awareness of 44.22% and there is also a significant contributions to teacher teaching skills and intrapersonal intelligence of students to the students’ metacognitive awareness of 52.8%.