Learning-to-learn phenomena have been examined from a wide variety of perspectives (Anderson, 1985; Brown, Bransford, Ferrara & Campione, 1983; Dillon & Schmeck, 983; Kirby, 1984; Pressley & Levin, 1983a, 1983b; Weinstein & Mayer, 1985). While, in general, this development has served to enrich the field of study, it has also created enormous definitional problems. For the purposes of this chapter, attention is focused on a subarea called learning strategies. Learning strategies are considered to be any behaviors or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. More specifically, these thoughts and behaviors constitute organized plans of action designed to achieve a goal (Anderson, 1985; Paris, in press; Weinstein & Mayer, 1985). Examples of learning strategies include actively rehearsing, summarizing, paraphrasing, imaging, elaborating, and outlining.