Using a definition of metacognition that distinguishes between knowledge about cognition and regulation of cognition, this paper discusses the role of metacognition in the identification and categorizing of students with learning problems. Following this discussion, the paper describes three types of cognitive skills training studies--blind, informed, and self-control--and examines the issue of specificity of the skill being taught. The paper concludes with suggestions regarding desirable features of cognitive skills training programs. (Author/FL)