Singapore has attempted to use school-based intervention studies as a vital feedback system in developing a more viable and sensitive preservice curriculum. The Institute of Education (IE), the sole trainer of teachers in Singapore, is conducting ongoing research in the area of effective teaching strategies, which aims at assessing the effectiveness of methods used in fostering learning strategies and metacognitive skills in students of varied background characteristics in English and mathematics studies. Data from two concurrent studies provide information on IE students and secondary pupils' learning strategies and academic ability. A sample is presented of differential learning behaviors of pupils from three different ability streams: special, express, and normal. Findings from a questionnaire submitted to teachers indicated that the teachers' perceptions of effective strategies did not seem to match their pupils' experiences with the strategies. However, the pupils' ability seemed to influence the teachers' perception of the effectiveness of the learning strategies. Preservice teachers need to know that all pupils, irrespective of ability, should be taught the use of effective learning strategies. A brief description is given of the continuing second phase of this study; four tables displaying the data are appended. (JD)