In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study (N = 74) involved an analysis of students' navigation patterns to group them into clusters, using a k-means clustering technique. Based on this analysis, navigation patterns were grouped into four clusters, enabling us to understand the kinds of support that students needed. This formed the basis of our next study, in which we designed and implemented metanavigation support to help students navigate and learn science content. Support in the form of prompts was provided to one group (N = 58) while a second group (N = 58) with no support served as the comparison group. Our results suggest that students in the support group performed better on a concept-mapping task. Based on the results we provide suggestions for providing metacognitive support in hypertext systems.