A three-phase investigation of memory and metacognitive development was conducted to learn how teachers structure children's study activities to develop memory and metacognitive skills. In the first study, observations of 69 teachers of kindergarten through sixth grade classes showed a peak in strategy suggestions at the second and third grades. Factor analysis showed that use of cognitive strategy suggestions by teachers is a unique aspect of instruction. Teachers showed awareness of developmental change and differences related to achievement level in their expectations for children's memory strategy use, memory knowledge, and use of memory monitoring abilities. The second study compared children whose teachers were either high or low in frequency of cognitive strategy suggestions. Strategy use and metacognitive concepts of first through third grade children were assessed in a memory training task and in arithmetic and spelling tasks. Average and low achievers whose teachers were high in strategy suggestions showed strong maintenance of a trained memory strategy. Few differences related to teacher characteristics appeared on other tasks. The third aspect of the project was a workshop for elementary school teachers, in which information on memory and metacognitive development and memory training was presented, along with many examples of ways in which teachers can facilitate children's memory. (Author/RH)