The decision to explicitly teach students learning strategies and skills and how to think reflectively about their learning process is framed theoretically by the literature on self-regulation, metacognition, and social-cognitive theory. Interventions for self-regulation and metacognitive strategies can optimize the student learning process and teaching metacognitive strategies in higher education is known to improve subject matter comprehension and course performance. This article offers a theoretical framework for explicitly teaching study strategies and skills, reviews literature on the efficacy of implementing study strategy and skills interventions, and then provides a detailed example for teaching a self-regulatory time-management strategy with embedded metacognition.