This research aims at analysing how prospective teachers’ levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the data collected. Consequently, the prospective teachers were divided into three groups according to their levels of metacognitive skills. Following the one-way ANOVA, it was found that there were no statistically significant differences between the prospective teachers grouped on the basis of differing levels of metacognitive skills in terms of their achievement in problem solving.