It was hypothesized that subjects who were trained in selected task-related learning strategies would exhibit significantly increased performance and academic motivation over untrained subjects. Students in an associate degree management course (n=54) participated in either treatment or control groups. Both groups received training in management-case study analysis, and the treatment group also received training in learning strategies. The treatment resulted in significant performance increases in some areas. There were no significant increases in motivation resulting from treatment, but there were tendencies toward more overall learning-strategy use in the treatment group. Complex synergistic interactions among learning-strategy value, individual characteristics, motivation, and learning-strategy use in the "black boxes" of the mind are suggested by treatment effects. Implications for practice include the integration by educators and students of task-related learning strategies into educational programs at all levels. The instructional package should include subject content knowledge, learning strategies, and attributions awareness. Appendix A provides operational definitions and appendix B contains 11 tables of correlations and findings. (Contains 20 references.) (SLD)