We investigated the relationship between metacognitive abilities and quality of attachment in a sample of 7-year-old children (N = 48). In our study we aimed to overcome the limits of previous research focused on the role of interpersonal relationships in metacognitive development. These limits concern both attachment classification (usually limited to the secure-insecure dimension) and definitions of metacognition. For this reason, we designed a study to test two components of metacognitive ability (metamemory and Theory of Mind) in the four main types of attachment patterns (B, A, C, D). Results show different metacognitive profiles in the four attachment groups. We discuss our results in the light of the contributions of the primary interpersonal environment to metacognitive development, in terms of both obstacles and resources.