It is suggested, based on research findings on learner strategies, that second language curriculum planners and teachers can and should provide students with opportunities to refine their learning skills. This can be accomplished by expanding their repertoire of learning strategies and refining their awareness of aspects of language learning. A review of some past and present practice in these techniques, called learner training, reveals three basic approaches varying in the degree to which they require teacher intervention: (1) autonomous learner training and language training; (2) learner training provided by the teacher, coupled with language training done autonomously; and (3) learner and language training both provided by the teacher. The three approaches are outlined and the curricular content and impact of the approaches on attitudes, student learning approach, and learning efficiency are discussed. (MSE)