Building on a recent work by Ho, Smith, and Clark (2024), this study explores the implementation of a reflective approach in pre-college chemistry education to enhance students' metacognitive skills and learning outcomes. The research involved 85 students from two upper-secondary classes and one final-year primary school class, utilising a framework combining written reflections and co-reflection exercises. Data was collected through interviews, written logbooks, and classroom observations. Results indicate that co-reflection exercises were more effective and accessible for students across all achievement levels, promoting increased classroom participation and a deeper understanding of chemistry concepts. Written reflections proved challenging for many students, with only 10 out of 56 participants demonstrating consistent, meaningful reflections. These high-achieving students showed a correlation between metacognitive ability and academic performance. The study highlights the importance of explicitly teaching reflective practices and the potential benefits of integrating social metacognition in chemistry education. While further research is needed to refine the approach, particularly for written reflections, the findings suggest that implementing reflective practices in pre-college chemistry education can enhance students' understanding, self-efficacy, and preparation for higher-level studies. The research contributes to the ongoing evolution of chemistry education towards more student-centered, inquiry-based methodologies and emphasises the synergy between reflective practices and effective chemistry learning.