The aim of this research was to determine whether individual differences in the use of memory and problem-solving strategies by elementary school children are related to teachers' use of strategy suggestions in the classroom. High, average, and low achievers of first- through third-grade levels (n = 38) were selected from classrooms of eight teachers who had been observed frequently suggesting cognitive processes and strategies to children. For comparison, 26 children were chosen from five classrooms in which teachers rarely made such suggestions. In individual sessions, children were given a free recall task, trained in an organizational strategy for free recall, and assessed for strategy maintenance. Although all children showed improved recall performance and increased strategy use immediately after training, groups varied in performance on a later test trial. Average and low achievers whose teaachers were high in strategy suggestions showed maintenance superior to that shown by similar children whose teachers rarely made strategy suggestions. This difference appeared for recall performance, recall organization, and among younger children, for category sorting during study. Children whose teachers often suggested strategies were better able to verbalize an accurate recollection of training instruction. Children who were high in achievement generally showed excellent maintenance of the trained strategy, independent of teacher characteristics. (Author/RH)