Attempts to train learning strategies have not produced marked or lasting increases in academic IQ, probably because current training models fail to recognize the evolutionary nature of strategies acquisition. Empirical and theoretical evidence supports an incidental learning model, which engineers the instructional environment following study skills training so that students are prompted to recall and use strategies during study. At the onset of spontaneous strategies initiation, prompts are faded gradually to produce automatic processing. The Jobs Skills Education Program (JSEP), a large-scale, basic skills curriculum, incorporates this model in computer assisted instruction, and is currently being developed for the Army at Florida State's Center for Educational Technology. JSEP differs from previous basic skills curricula in that it attempts to develop student awareness and control of learning strategies, and combines adjunct strategies training, a metastrategy technique, and nonobtrusive prompting in a computer assisted instruction curriculum. A taxonomy of component strategies, created for JSEP, is organized into five categories: mood management techniques, self-pacing methods, comprehension strategies, memory strategies, and problem solving techniques. The addition of student-controlled strategies to the instructional situation need not eliminate the use of good instructional design principles that depend on hidden controls. Forty-seven references are listed. (Author/LMM)