Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring training at the elementary school level are discussed.