The Learning Strategies Questionnaire (LSQ) was developed to assess students' declarative knowledge of strategy utility. Goals were to develop a reliable survey that: (1) could be administered for fourth-, fifth-, and sixth-graders in a group setting; (2) would provide a profile of children's declarative knowledge of strategies for classroom learning; and (3) would show good external and discriminant validity. Two pilot samples, one of 21 fifth-graders and one of 45 sixth-graders, participated in the initial skill construction. Based on results from the pilot administration, the questionnaire was revised to a survey of 48 items across instructional situations. A validation sample consisted of 194 subjects drawn from three grade levels in four schools in Indiana and Michigan. The revised LSQ was administered along with a battery of other scales to 194 elementary students, 51 high school students, and 122 classroom teachers enrolled in a summer graduate course in education at Purdue University. The LSQ showed good reliability and validity with elementary and high school students, and with classroom teachers. Subscale scores were found to be related to age, achievement level, and motivational orientation. Results are discussed in terms of both the development of strategy knowledge and the role of personal goals and values. Directions for future use of the LSQ as a research tool are suggested. A four-page list of references and data tables are appended. (LMO)