The aim of this study is to explain metacognitive structures occurring in mathematical modelling within a technology aided environment. How metacognitive structures in modelling process are shaped within the dimensions of planning, monitoring, evaluation and prediction was examined. The study which is a case study, was conducted with a collaborative group of three freshman students who are studying in Secondary Mathematics teacher education programme. Data was collected from video recordings which were taken while collaborative group was solving the modelling problem, written answers of students on solution, GeoGebra solution files and observation notes which were taken by the researchers during problem solving process. During data analysis process, categories were formed by applying thematic coding and metacognitive structures were specified. As a result of data analysis, metacognitive structures in modelling process for planning, monitoring, evaluation and prediction steps are grouped under eighteen categories. Metacognitive activities organised cognitive activities in technology aided modelling process and support other metacognitive activities. It is believed that this study will bring a different and detailed view into metacognitive activities in mathematical modelling process.