This paper discusses two primary instructional goals of Feuerstein's instrumental enrichment approach to remedial educational interventions. The instrumental enrichment approach is a method of classroom intervention directed toward helping students acquire the logical and psychological prerequisites of independent formal thought. The first and most basic aim is that of promoting structural cognitive modifiability by emphasizing the involvement of students in effective mediated learning experiences designed to increase metacognitive awareness. The second major objective of the program is the development of efficient, systematic thinking and problem-solving skills by exposing students, regardless of specific etiology or mental dysfunction, to situations demanding employment and adaptation of new, innovative, efficient, and relevant mental strategies. The paper also compares Feuerstein's approach with other cognitively-oriented programs, focusing on issues such as theoretical framework and affiliation, practical application, and research-related issues. A short review of the literature in the area of metacognition is included. (Author/RH)