Potentially effective and trainable learning strategies were identified by analysis of a specially developed learning strategy inventory and a survey of educational and psychological review literature. Four aspects of the learning process suggested the usefulness of special training: identification of important or unfamiliar material, applications of techniques for the comprehension and retention of this information, efficient retrieval of information, and skill in coping with distractions during the foregoing processes. A training program was developed for teaching selected specific strategies, including comparison of the three alternative comprehension/retention strategies (referred to as connection techniques) of paraphrasing, question answering, and the use of visual imagery. The results indicated that minimal strategy training showed significant results in long-term retention, although no reliable differences were found in immediate testing. Further refining of the techniques was recommended. An effective strategy training program suitable for implementation in technical training was created, modified, and assessed. (Author)