The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Unstructured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the “CULTIS model for analysis” (Consciousness, Unconsciousness, Language, Tacit, Individual, and Social). These are six themes in which various psychological learning theories express themselves. I conclude that the pupils can talk about their learning using own words and I can identify fitting theoretical notions. The pupils each have their own way of learning, however, there are similarities. Seemingly contradictory theories “works” within single pupils.