This study describes students’ metacognitive activities in solving the combinatorial problem. Two undergraduate students of mathematics education from STKIP PGRI Banjarmasin were selected as the subjects of the study, one person has a holist cognitive style and the other a serialist. Data were collected by task-based interviews where the task contains a combinatorial problem. The interviews were conducted twice using equivalent problem at two different times. The study found that the subjects showed metacognitive awareness, metacognitive evaluation, and metacognitive regulation that operated as pathways from one function to another. Both subjects, holist and serialist, have metacognitive activities in different pathway.