This study aimed at determining the effect of meta-cognitive strategies training on self-directed learning, critical thinking tendencies and creativity of male students. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study was comprised of all male senior high school students in Kuhdasht in 2018-19 school year (1933 pupils) from among whom 40 students were selected by random multi-stage cluster sampling method and were randomly assigned to the experimental (N= 20) and control groups (N= 20). Both groups completed Self-Directed Learning Readiness Scale (Fisher, King & Tague, 2001), Critical Thinking Disposition Questionnaire (Ricketts, 2003), Creativity Scale, and Metacognitive Awareness Inventory (Schraw & Dennison, 1994) as the pretest. Then, the meta-cognitive strategies training was administered to the experimental group in ten 50-minute sessions. At the end of the training, the four research instruments were again given to both experimental and control groups as the posttest. The data were analyzed by using multivariate covariance analysis. The results indicated that metacognitive strategies training increased self-directed learning (p≤ 0.01), critical thinking tendencies (p≤ 0.01) and creativity (p≤ 0.01). Accordingly, it can be suggested to managers, counselors and educational authorities and policymakers that special attention be paid to the significant and undeniable role of meta-cognitive strategies to enhance self-directed learning, students' critical thinking and creativity. Furthermore, meta-cognitive strategies should be reinforced by holding workshops and seminars for students.