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Research on mathematical problem solving has shifted from examining differences in the product of performance to the differential processes involved. Several cognitive and non-cognitive factors seem to influence competence. Metacognition has been of particular interest, with several studies identifying various metacognitive processes. Little of that research, however, has attempted to assess the quality of metacognitive activity in problem solving or examine its influence on performance. This study investigated the relationships of various cognitive factors (mathematics knowledge, metacognition, and strategy use) and non-cognitive factors (beliefs and gender) to the solution of mathematics problems by adolescents. A multivariate correlational design was used. Subjects were 50 males and 50 females divided into high and low mathematics knowledge groups. They were students from private, parochial, and public schools in New York City and had taken at least three years of mathematics. The number and quality of these courses was controlled. The influence of mathematics knowledge and gender on performance, metacognition and strategy use, attributions, and beliefs was examined. Quality of metacognition and strategy use was assessed individually using videotaped interviews. Results revealed significant knowledge differences in favor of the high knowledge group in performance, metacognitive regulation, and strategy use, but not in attributions or metacognitive awareness. No significant gender differences were found in performance, metacognition and strategy use, or attributions. Significant interactions on some variables were found. A regression analysis indicated that the variables accounted for 76% of the variance in performance, but only metacognitive regulation was a significant predictor. Atypically, no gender differences in performance were found; the only significant predictor of ability to perform was the metacognitive process used. Research indicates that gender differences in the quantitative areas have been decreasing in recent years. The results support the importance of metacognition in problem solving and confirm other research suggesting no differences in causal attributions by gender or ability. Lack of gender differences suggests that girls and boys may change their perceptions during the four years beginning with adolescence and ending with departure from high school as young adults.