This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120 students selected using multi-stage random sampling method from four majors of nursing, occupational health, family health and medicine. All the participants had passed at least two semesters. The participants participated in six cognitive and metacognitive strategies classes held by the researcher. The data were analyzed using descriptive and inferential statistical methods (independent and dependent t-tests) and variance analysis using SPSS (statistical package for the social sciences) (version 13) software. The results showed that instructing cognitive and metacognitive strategies positively affected students' academic progress and proved to be an effective learning method. The average of GPAs (general point averages) of experimental and control groups were significantly different. Instructing the strategies was significantly different across majors and genders. (Contains 6 tables.)