Focusing on how teachers can devise instructional routines to help students learn to learn, this paper discusses mechanisms for training students to devise their own strategies for learning. Because of the dominance of deliberate memory strategies in training research, the paper begins with a brief consideration of such literature, then proceeds to discuss training aimed at bringing students to understand the significance of learning strategies, particularly in relation to school tasks such as studying texts. Reviewing studies on learning strategies, the paper points out that strategies that do not appraise the utility of their action fail to inculcate necessary student self-awareness, whereas students informed of the outcome of their action and instructed in self-corrective procedures have been much more successful at securing desirable effects of training. The paper notes that effective learning involves a tetrahedral model with four main considerations: (1) the activities engaged in by the learner; (2) characteristics of the learner, including capacity and state of prior knowledge; (3) the nature of the materials to be learned (pictures, stories, expository texts, maps); and (4) the criterial task (rote recall, gist recall, noting inconsistencies, following instructions). The paper concludes that attending to these considerations will make students more effective learners. (RL)