Within this study, student-led conferences were used as a framework to structure the authentic instruction and practice of metacognitive skills. The importance of metacognition and its effect upon student academic progress has been supported through research for several decades. Metacognitive skills such as planning, monitoring, and self-evaluation are essential for life success. These skills are routinely addressed within the framework of student-led conferences. In the months of preparation leading up to a student-led conference, students were guided by their teacher to set goals and monitor personal growth. Student work was chronicled in a learning portfolio shared at the student-led conference in which the students communicated their progress to their parents and teacher. This study aimed to find if participation in a student-led conference would affect perceptions of metacognitive skills in students, their teacher, and parents through 4-point Likert scale survey items. To gain a full understanding of changes in metacognition during the study, student and teacher participants were surveyed before the preparation for the student-led conference, immediately after student-led conference, and 6-months after the start of the study. The study spanned the months of September to March in the 2018-2019 school year. Findings from this study revealed that participation in a student-led conference did not impact perceptions of metacognitive skills held by students and the teacher. Parent perceptions of their child's metacognitive skills were measured after participation in a student-led conference. The use of student-led conferences as a framework to build student competency within the constructs of perseverance and agency should be studied to better understand their impact.