This study determined the mediating effect of metacognitive awareness on the relationship between academic motivation and problem-solving skills of students in Mathematics. A descriptive- correlational research design was employed. The respondents of this research were 350 Grade 8 students from three (3) public secondary schools in Mati City, Davao Oriental. A stratified random sampling was utilized. This study used two adopted questionnaires and one researcher-made questionnaire. Mean, Pearson r, Standard Deviation, and Regression Analysis used as statistical tools. Students' problem-solving skills, in terms of understanding the problem, devising a plan, carrying it out, and looking back, are very low. The academic motivation in terms of intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety is often evident in the students. Students’ metacognitive awareness in terms of Declarative Knowledge, Procedural Knowledge, Conditional Knowledge, Planning, Monitoring, and Evaluation is often monitored. The results revealed a significant relationship between academic motivation and problem-solving skills, academic motivation and metacognitive awareness, and metacognitive awareness and problem-solving skills. Metacognitive awareness significantly mediates the relationship between academic motivation and problem-solving skills with partial mediation. The results show that academic motivation and metacognitive awareness are important for problem-solving skills, suggesting the use of and improving these factors in Mathematics Education. The curriculum and teaching methods need to be developed to help students stay motivated and aware of their own thinking. This will allow both teachers and students to improve students’ problem-solving skills.