In this article, traditional games are proposed as complementary tools for metacognitive intervention. Games allow addressing various cognitive and metacognitive processes and strategies involved in learning and thinking. They are easily available, stimulating for students who usually exhibit resistance to learning, and represent valuable learning devices for students for whom few cognitive education programs are available (young children and students with intellectual disability). A framework for analyzing games with regard to the (meta)cognitive processes involved is presented and criteria for mediation are formulated. Two adolescents with intellectual disability participated in an intervention based on this model. The students progressed on a procedural level as well as on different untrained tasks. Results were maintained after 8 weeks. This study, although not generalizable, illustrates the relevance of using games in a metacognitive perspective.