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This paper reports on the development of metalearning capacity in the learning of a threshold concept – capacity of transformative significance relative to metalearning in the general response context of a discipline or subject. The development of metalearning capacity is framed within a protocol that invites students to self-construct a ‘learning profile’ of themselves; reflect on it in light of theoretical considerations; and accordingly self-initiate changes to their learning behaviour. Findings are consistent with other studies in different disciplinary contexts that employed the same methodology – namely, that metalearning activity can be successfully focused on a particular threshold concept to benefit a substantial majority of students in a variety of ways ranging across a positive reinforcement of self, a change in conception of what ‘learning is’, to self-initiated change. Metalearning activity is advocated as a theoretically sound, and pedagogically driven, learning intervention – one that adds value to the student learning experience. Refereed/Peer-reviewed