This study examined the effectiveness of PLAE (Preplan List, Activate, and Evaluate) in training students to have executive control over their learning strategies. Subjects, 56 at-risk students enrolled in four separate sections of an upper-level study strategies course at a major southern university, received intensive, direct instruction in either PLAE or more traditional time management techniques during a 5-week period. During a second 5-week period, subjects constructed study plans or time management schedules as part of preparation for content area exams. Results indicated that subjects trained in PLAE performed statistically better over the four content area exams than subjects trained in other techniques. Results also indicated that subjects trained in PLAE became statistically more aware metacognitively as indicated by both global and on-line predictions. (Four tables of data are included.) (RS)