The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various definitions and classification systems of language learning strategies prominent in the SLA literature. It then examines the evolution of the "good" language learner by specfically looking at the GLL in terms of what strategies they employ, the manner in which they utilize those strategies and what drives them to be proactive in their learning process. The author concludes by proposing a program of metacogntive strategy training and self-regulatory awareness practices for classroom implementation in order to increase the language learning effectiveness of students in a South Korean university. (Contains 1 table.)