The developmental psychology literature has focused on strategy use and comprehension monitoring of children performing simple memory tasks; however, less attention has been given to the same factors in older subjects engaged in more complex cognitive tasks. In order to evaluate study strategy effectiveness, and students' ability to self-monitor their level of comprehension of course material, 26 undergraduates were asked to complete a questionnaire prior to each of the four exams given during one course. The questionnaire elicited information about time spent studying, study strategies used, use of the study guide, perceived readiness, days absent, year in school (freshman, sophomore, etc.) and predicted grade. Results indicated that type of study strategies used was most consistently related to actual grade on the exams. Scores on the test, however, were unrelated to students' perceptions of their readiness for exams, suggesting inaccuracy in comprehension monitoring. Implications for future research include verifying the relationship between type of strategies used and actual test performance. (The questionnaire and exam scores are appended.) (LLL)