Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)