An instructional video might help learners to conceive learning attainment better or acquire specific skills. This study aims to describe video quality, metacognitive skills, and pre-service teachers’ responses. The video was developed by using ASSURE model that consists of six stages those are analyzing learner, stating objectives, selecting materials or designs, utilizing materials, requiring learner’s response, and evaluating the product. The metacognitive skills measured in the present study include monitoring and evaluation skills. The design of this research is one-shot case study to address its objectives. There were three experts of biology education invited to examine the quality of video. There are 138 pre-service teachers that majoring on biology education at Universitas Negeri Surabaya and Universitas Negeri Malang, Indonesia as the research participants. Results showed that the video quality was good on the stage of metacognitive learning strategy. Another finding was the fact that pre-service teachers’ metacognitive skills were very good and they also showed a positive response to the video especially in the learning stages,  learning strategies, and metacognitive skills. This study suggests that the video can be used as a standardized modelling video to teach metacognitive skills.