The following article aims to determine the influence of using metacognitive strategies related to perish levels of psychology on learning conceptions of psychology undergraduates. 144 subjects from a north city in Chile participated in this study. It was administered the Questionnaire of Metacognitive Strategies (O'Neil & Abedi, 1996) and the Learning Conceptions Inventory (Martinez, 2004). Results showed significant correlations between learning conceptions with perish level and metacognitive strategies. However, a detailed analysis found significant results for each type of conception. These outcomes suggest that constructive and interpretative conceptions are greater influenced by the use of metacognitive strategies of learning, opposite to directive conception, which is explained, in a greater way, by levels of initial perish of psychology undergraduates.