Current research suggests that metacognitive practice usage in the elementary classroom (e.g., prediction activities, teacher think-alouds) leads to improvement in terms of elementary-aged students' critical thinking, motivation, and self-regulation/executive function skills; but usage is minimal. In collaboration with my faculty team, I designed the Multimodal Metacognitive Practice Database as a resource for elementary educators to address this problem. The Multimodal Metacognitive Practice Database is an instructional design tool created in conjunction with the ADDIE design model. Through informal survey data collection, I first analyzed the challenges of metacognitive practice implementation in elementary schools. Next, I designed an instructional design tool based on the survey data and research done during the writing of my literature review. I then developed the Multimodal Metacognitive Practice Database. Following development, I implemented my tool in the field of elementary education to receive feedback from those for whom it is designed, elementary service and pre-service educators. Lastly, I evaluated the Multimodal Metacognitive Practice Database based on feedback I received from the educators. The tool addressed barriers within elementary education. Teachers noted a lack of time, lack of understanding, and a limitation to early education as reasons metacognitive practices were not used. I addressed these barriers and received overwhelmingly positive feedback from educators: “I feel the variety of choices that you explained helped me understand in an amazing new way what can be done using metacognitive strategies in my classroom,” “With all of the great options to use in the classroom, I found multiple I thought my students would enjoy and have fun experimenting with.” As a future teacher, this project is important to me because it positively impacts the day-to-day experience of elementary school teachers and their students.