Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were used to measure strategic learning ability through the production of abstracted gist-based concepts, and specific probes measured memory for explicit details. Twenty middle school-aged preteens and teenagers who sustained a moderate to severe TBI 1 year postinjury and a control group of 20 typically developing 10-to 15-year-old subjects participated in this study. The results revealed that the youth with moderate to severe TBI were able to recall specific details at a comparable level to the control group. However, the youth with TBI demonstrated significantly lower strategic learning competence, as manifested by a reduced ability to combine details into gist-based ideas. The present findings advance the notion that skills that have not yet developed at the time of brain injury or are in a stage of development may be particularly vulnerable to the long-term and lasting sequelae of TBI in youth, although a longitudinal study is needed to verify this claim.