Successful learning from text takes place when the cognitive demands of the learning task – i.e. the comprehension and retention of text material – and the metacognitive demands of the learning task – i.e. the accurate assessment of one’s own learning process—are met. The present study was designed to investigate text titles – a factor known to affect cognitive learning processes- as well as the timing of keywording tasks – a factor known to affect metacognitive processes – and their effects on metacognitive monitoring and learning outcomes. The results of the study showed that both factors affected learning on the cognitive as well as the metacognitive level.