The study is to investigate the transfer effect of metacognitive strategies in ill-structured problem solving among undergraduates. Thirty-two undergraduate students participated in the team based, ill-structured problem solving tasks for three times; entry, learning and transfer tasks. As a result, students acquired question prompts as a metacognitive strategy and transferred to the third task which performed after the treatment. Students took into consideration of essential questions in problem solving process because the transfer of metacognitive strategies influenced on the performance of ill-structured problem solving positively. In addition, the awareness of metacognition has been improved after performing three tasks and using question prompts in the second task as a metacognitive strategy. As an instructional design consideration, teacher’s appropriate interruption is suggested in the process of problem solving considering novice learner’s week steps.