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This paper examines the relationship between metacognition beliefs and mental health and academic achievement in male high-school students of the city of Oshnaviyeh in the 2006-2007 school year. Among these, 210 students selected through cluster sampling. The instruments for this study were Goldberg & Hillier Metacognition Scale, and Cartwright, Hutton & Wells Mental Health Scale. For measuring academic achievement, the researcher applied the students average scores during the academic terms. Results indicated that there is a significant relationship between metacognition and mental health. (p <0/01).