Most studies evaluating the effectiveness of strategy training for L2/FL learners have been product-oriented, i.e. they have quantitatively measured improvements in learners' test scores following the completion of a strategy training programme. However, such evaluation methods are only partial, and they must be supplemented by a qualitative analysis of the impact that strategy training has on the learning process. The aim of this study is to discover potential criteria for such qualitative evaluation. This study suggests four dimensions which may be included in these criteria: (1) externally observable changes in learners' behaviour (for example, learners' choice of higher level materials), (2) changes in learners' internal learning processes, (3) strategy-specific changes in learners' approach to FL study (for example, the development of individualized strategy repertoire), and (4) general changes in attitudes towards FL learning. Following a discussion of these four dimensions, a model is proposed to illustrate the relationship among them.