The ability to remember executing previously planned intentions, that is, prospective memory (PM) has shown to improve noticeably during childhood. Recent studies have suggested that metacognition might play a significant role in the development of PM. However, still little is known about metacognitive processes in PM development, especially from the preschool- to the school-age period when important cognitive changes seem to occur. This research project aims to investigate age-related changes in metacognitive monitoring and control in PM.