This project focuses on students’ proficiency to learn in a problem-based curriculum at the Faculty of Odontology at Malmö University. We have developed a series of metacognitive workshops designed to make students more aware of the structure of a fruitful problem-solving rationale. A play exemplifying a condensed low-achieving tutorial was performed live by students, followed by discussions. In other workshops, the students analyzed tutorial reports with reference to the problem-solving structure and also tried to write new cases from given curricular goals. The students exposed to the exercises displayed a higher metacognitive awareness than students not exposed and they also felt that their tutorial work had improved. In conclusion, to enhance learning, it is desirable to boost students’ metacognitive awareness and it is also possible to do so.