This law review article provides useful guidance on learning strategies for law students drawing heavily on the literature of educational psychology and learning theory. An introductory section describes the traditional law school approach which has been for professors to inundate students with substantive and procedural rules of law but rarely if ever to provide any guidance on methods of learning but rather to disregard learning theory to the point of disdaining it. Part I of the article principally discusses "metacognition", the awareness by learners of the learning process itself. Part II discusses several studying and learning strategies, including strategies for teacher study, time management, efficient reading, note taking review, and problem solving all of which rely upon and develop metacognitive capacities. Part III concentrates on study strategies of particular usefulness to law students, including "component" legal analysis and case briefing. Again, metacognition plays a crucial role in the use of these strategies. The article concludes with a reiteration of its basic points: the studying strategies discussed are in fact adaptable to law school learning processes and law school students can benefit from the use of these strategies. Included are 11 figures and 183 footnotes. (JB)