Abstract: This study aims at exploring the impact of implementing (SWOM) strategy on the achievement and meta cognitive thinking skills acquired in history classes for ninth grade students in Jordan. The study adopted quasi experimental approach. The sample consisted of (73) respondents of Grade 9 in Judge Iyas Male School in Sahab / Fall semester for the academic year 2016/ 2017. To achieve the objectives of the study, an achievement test and meta cognitive thinking skills scale were designed. Results showed that there was a statistically significant difference between the average mean of the performance of the two groups of the study in favor of the experimental group.