Traditional research on the metacognitive practice of calibration has been primarily investigated within the realm of quantitative experimental methodologies. This article expands the research scope of metacognitive calibration by offering a qualitative approach to the growing body of literature. More specifically, the current study investigates the learners’ perspective on the calibration process. Ten undergraduate students were selected to participate in a structured interview on their previous calibration performances (five students low in calibration processing and five proficient in calibration processing). Ultimately nine students (N=9) participated in individual interviews. Participant interviews are qualitatively assessed through the mediums of (1) Serra and Matcalfe’s original work on the “feelings of knowing” and (2) self-regulated learning theory (SRL). Results indicate a difference in feelings of knowing between low and proficient calibrators across a battery of themes: effort, strategies, planning, and evaluation. Implications of the results and direction for future research are explored.