This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the non-developmental students would list both more strategies and more reliable/sophisticated strategies than the developmental students. It was also anticipated that at the end of the semester, the developmental students who were enrolled in a college study strategies course would report using both more strategies and more reliable/sophisticated strategies than they did at the beginning of the semester. Each hypothesis was supported, p < .001.