Abstract:    This study explores the meta-thinking abilities and abstract thought processes of B. Ed trainees, emphasizing their pivotal role in shaping student behaviour and educational outcomes. As future educators, B. Ed trainees have to hold the potential to cultivate self-esteem, self-confidence, and self-worth in learners. The research investigates how their cognitive strategies influence classroom practices and teaching methodologies. Focusing on trainees from Nalbari, Bongaigaon, Chirang and Kokrajhar districts of Assam, the study highlights the importance of assessing self-awareness and reflective thinking among teacher students. These districts, marked by diverse socio-cultural and economic profiles, offer a rich context for examining regional influences on education. The findings contribute valuable insights into teacher education, aiding efforts to enhance the quality of school-level education and informing educational policy and practice in A