Four cognitive principles of learning-strategy instruction are proposed. These principles call for strategy researchers to: (a) develop learning strategies that are appropriate to one's desired cognitive outcomes, (b) conduct routine component analyses of both learning strategies and learner processes, (c) take into account the match between the particular learning strategy and the learner's specific knowledge and skills, and (d) perform controlled empirical validations of learning-strategy effectiveness. A preliminary model that distinguishes among the processes of understanding, remembering, and applying is presented to amplify the first cognitive principle.