Worked examples and self-explanations studies have been conducted predominantly with college students in controlled laboratory settings. While there is evidence showing the independent effects of these learning strategies with college students, little is known about the combined effects with K-12 students in ecologically-valid environments. Additionally, most studies have only examined a single self-explanation format. In the current study, we seek to fill these gaps by examining middle school students learning performance with either worked examples (product vs. process) or self-explanation (menu-based vs focused). Participants (N =122) were randomly assigned to one of the four groups to study materials on geometric area and then assessed on their performance (practice problems, multiple-choice test and self-explanation) as well as their cognitive load. Results indicate significant main effects of self-explanation format on self-explanation scores, however no further main effects or interaction effects were obtained. Theoretical and practical implications are discussed.