Peer coaches are undergraduate peer educators who help facilitate learning in introductory STEM classes, either as learning assistants or peer-led team learning leaders. Peer coaches' facilitation is generally focused on specific content knowledge, but their pedagogical skills could be applied to other content, such as metacognition. Metacognition, an individual's awareness and management of their own thinking and reasoning, is an important skill for undergraduate students to learn, though these practices rarely receive the explicit focus required for their development. Peer coaches could act as facilitators of metacognitive practices with their introductory STEM students. As a first step to investigating this potential role, we collected and analyzed written artifacts from the peer coaches' pedagogical training course, looking for evidence of metacognitive competence. We found that coaches had competence in metacognition both as a learner and as a coach, and that these two perspectives informed each other in productive ways.