In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning and metacognition for student success and describe the ways in which I incorporated instruction in these skills into an undergraduate theory course. Data collected over the past five semesters illustrate the positive effects of these activities on student motivation and use of cognitive and metacognitive strategies. Students report greater use of higher-level cognitive learning strategies such as critical thinking and are more intrinsically motivated as a result of taking the course. This quantitative investigation of students' use of cognitive and metacognitive skills adds to McKinney's (2007) qualitative research on the process of learning sociology.