The first longitudinal qualitative paper from The College Learning Study is available now in CBE - Life Sciences Education. In a tour de force led by Dr. Emily Bremers, this paper uses longitudinal semi-structured interview data from a cohort of students at one institution to explore how, when, and why life science students use metacognition throughout their undergraduate career. What emerged is a framework of metacognitive change and milestones students reach as their metacognition develops over time.