Abstract. This study aims to describe the metacognitive self-management of students in developing rigorous mathematical thinking. This study uses a qualitative method with a case study approach. The subjects were three students from the third level mathematics education department selected and contracted Real Analysis lectures. The first subject experienced a significant change from the beginning of the meeting, resulting in the metacognitive self-management process being well-conditioned. He completed the task more confidently than the initial presentation, used several references and sources of information to complete the job, and better represented each answer in mathematical symbols. In the first subject, the cognitive function that appears is level-1 with qualitative thinking. For the 2nd subject, there is also a change in the learning process and the teacher's motivation and guidance. The results of the interviews showed that students applied strategies in completing assignments. They answered them systematically, based on experience, and mastered the prerequisite material. Students show improved thinking skills related to mastery of concepts from new material, analyze the problems given, are critical and focus when answering, and look hard to get maximum evaluation results. This 2nd subject enters the level of quantitative thinking with precision. While the 3rd subject, self-management, seems stable, but it still seems lacking in adjusting the understanding of prerequisites with understanding concepts from new material. The development during the learning process shows that he can activate his mathematical knowledge, compose logical proofs of Real Analysis material problems, and build relationships between prerequisite concepts and new material. This type of student enters the level of abstract relational. The results of the study can be a reference for teachers to determine the learning model and the related instruments in it so that they can grow the level of mathematical thinking both before, during, and after the learning process.