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This research aims to examines the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018 academic year. Subjects were selected based on the results of the screening using metacognitive skills assessment questionnaire (MCAI). Two problems solved by the subject with setting a one-on-one thinking aloud. Subjects who complete the issue with setting further interviewed at different times. Problem solving activity was recorded using a video camera. This type of representation and metacognitive skills aspects used by the subject, and how to use the sequence analyzed in detail. The results showed that chemistry education students who used metacognitive skills and external representations completely and complex manner in chemistry problem solving, would have the ability to increase the retention of related knowledge, connect new knowledge with prior knowledge, create ideas, organize and even synthesize knowledge so that productivity in finding a problem solving solution will show good results.