 Two master themes were presented: The relationship of meditative homework to metacognitive experience and Motivating and discouraging factors for engagement in meditative practice. Results reveal a transformation in metacognitive processes as a result of undertaking meditative homework. The subjective experience of metacognitive processes is examined in the context of existing psychological theories including the ICS Teasdale, 1999a, 1999b as well as the S-REF Wells, 2000 theory involving metacognitions. A model for perceived facilitating factors and difficulties experienced in carrying out meditative homework is constructed based on the Integrated Theoretical Foundations Model for CBT homework assignment Kazantzis, et al., 2005. The model explores participants motivation in three stages of the homework process: firstly during assignment of the meditative homework task, secondly in completing the planned task and finally carrying out review of the task in question. Implications of the present study are discussed in relation to psychological literature, homework assignment and the practise of MBCT. 