The main purpose of the study was to determine the effectiveness of reflective thinking on the mathematical comprehension and metacognitive skills of Bachelor of Secondary Education major in Mathematics students in a state college in Trento, Agusan del Sur. The pre-experimental pretest-posttest research design was used in the study. The data gathering tools were teacher-made test for mathematical comprehension and adapted questionnaire for metacognitive skills. The instruments were administered to a single group of students, identified through cluster random sampling technique. The statistical tools used to obtain the results were weighted mean and paired t-test. Results revealed that with reflective thinking, the level of mathematical comprehension of students was average and their metacognitive skills was at high level. Moreover, there was a significant increase on student's mathematical comprehension based on their pre-test and posttest scores. However, there was no significant difference in the metacognitive skills of the students. Lastly, the mathematical comprehension of the students, after using reflective thinking as an intervention, reached the mastery level based on the standard set by the college.