This article examines the role of subjective well-being, cognitive and metacognitive skills as key elements of the professional effectiveness and well-being in the middle-aged women working at the university. The study used standardized methods for assessing cognitive and metacognitive characteristics (the MoCA test, MCQ-30, and the Metacognitive Personality Questionnaire) and a life satisfaction scale. The results reveal a significant positive relationship between metacognitive skills and subjective well-being, confirming the importance of the metacognitive skills for adaptation and well-being. The findings support the hypothesis that metacognitive strategies are the markers of well-being, and emphasize the need to develop metacognitive functions in the adulthood to prevent cognitive deficits.